행위중심접근법에 의거한 교수 학습 모형 개발을 위한 기초 연구 - FLE 교재의 최종과제 분석을 중심으로 -

최희재 한국외국어대학교 외국어교육연구소 2016 외국어교육연구 Vol.30 No.2

The ultimate purpose of this paper is to propose new directions for developing a French teaching/learning model based on an action-oriented approach, replacing the communicative approach, not just in Europe but also in all places where European languages are being taught. For this purpose, we first briefly define ‘final task’ and illustrate the ways in which it will be composed. Next, this study analyzes the final tasks within three French language methods recently published, especially by exploring the structure and content of final tasks. Finally, three directions are suggested in order to elaborate a French teaching/learning model with a new perspective. 본 연구에서는 행위중심접근법(approche actionnelle)의 여러 원리를 우리나라 교육상황에 수용하여 프랑스어 교수 학습 모형을 구상하기 위한 기초 작업의 일환으로서 최근 프랑스에서 발간된 FLE 교재에서 제시되고 있는 최종과제(tâche finale)를분석하고자 한다. 여러 이론과 원리를 구현하기 위한 방안을 구체적으로 고안하는작업에 있어, 실제 그 이론과 원리를 구현한 기존 모형을 분석하는 작업은 해당이론과 원리를 훨씬 더 구체적으로 이해하여 우리 상황에 맞는 실질적인 모형을구상 할 수 있도록 하기 때문이다. 우리는 먼저 행위중심접근법에서 핵심이 되는개념인 과제, 즉 목표행위를 완수하기 위한 최종과제의 개념과 그 구성상의 특징을 간략히 살펴본 뒤, 다음으로 2010년 이후 행위중심접근법에 입각하여 개발된FLE 교재에서 제시되고 있는 최종과제를 수집 분석해 볼 것이다. 마지막으로, 이분석 결과로부터 향후 행위중심접근법에 입각한 우리 프랑스어 교수 학습을 위한구체적인 모형 개발에의 시사점을 도출해낼 것이다.

실재 프랑스어 교수/학습에 대한 고찰 : 실재자료 활용의 역사와 원칙에 대한 소고

최희재 서울대학교 언어교육원 2015 語學硏究 Vol.51 No.1

Are we teaching and learning 『authentic French』? For the vast majority of French teachers, this may seem like a strange question, but when we consider the level of communication skills that we French learners acquire through language instruction, it is easy to understand why this question is being asked. French learners who excelled as communicators in the classroom are unable to conduct a conversation with native French speakers in a real setting and are unable to understand everyday phrases and words that are all too familiar to native speakers. In short, the diverse problems that are a result of the disparity between learned French and French that is used in everyday life remain as a problem that has yet to be solved since the introduction of modern-day teaching methodologies to the present day. This study interprets the need for homology between the language of the learner and the language of the user, which is the basic principle of the action-oriented approach, as homology between the learned language in a classroom setting and actual language outside of the classroom. It proposes three methods as the maximalist approach that will prove most effective in achieving these goals in the classroom: the use of authentic documents from the very start of language instruction, level-based use of same authentic resources, and level-based assignments.

The Canterbury Tales의 The Marriage Group에 나타난 진실, 자유, 그리고 의사소통의 문제

최희재 연세대학교 영어영문학회 1991 영어영문학연구 Vol.12-13 No.-

Paul A. Cohen China and Christianity: The Missionary Movement and the Growth of Chinese Anti-foreignism, 1860-1870, Harvard University, Press. Cambridge, Mass., 1963.

崔熙在 서울대학교 동양사학과 1981 서울大 東洋史學科 論集 Vol.5 No.-

광서초 양무경세론의 발전과 분기

최희재 단국대학교 1996 論文集 Vol.30 No.-

The author has speical interest in the Chinese efforts for constitutional adjustment(體制整備) of the early Kuangxu period whose significance has been yet little heeded. So in this paper one aspect of their theoretical grounding is investigated as part of more comprehensive study on that theme. Special attention is placed upon the development and differentiation of statecraft ideas of the so-called 'Yang-wu experts'during that time. The findings are as follow : 1) Although it is a general understanding that China's Western-Affairs(洋務) or Self-Strengthening(自强) Movement which began in the 1860s was concerned primarily with Western and industries, on the level of its theoretical grounding the importance of adjusting and reformimg domestic politics and administration continued to be stressed from the beginning. 2) But the actual movement, led by rather realistically-minded Yang-wu officials, tended to over-emphasize individual Yang-wu projects short-sightedly, disregarding the principal problems of politics and administration. And as a reaction to that trend looming large in the early Kuangxu period, a group of other literati and officials, while consenting to the necessity of actively promoting 'Western affairs', advocated anew the importance of adjusting domestic political institutions according to the traditional statecraft ideas, which consequently contributed to the strengthening institutions according to the traditional statecraft ideas, which consequently contributed to the strengthening of criticism against the actual movement. 3) On the other side, however, during just that time Chinese Knowledge of the outer world and foreign relations improved considerably, and there also progressed the intensification of statecraft ideas combining the traditional methods more positively with Western inspirations also for domestic politics. In such a trend, the so-called 'economic nationalism' came to develop gradually, accompanied by new recognition of nationhood and national interest.

明末 紳士層의 階層分化에 대하여

催熙在 서울대학교 동양사학과 1977 서울大 東洋史學科 論集 Vol.1 No.-

『유럽공통참조기준』 고찰을 통한 프랑스어과 교육과정의 성취기준 연구

최희재 한국프랑스학회 2013 한국프랑스학논집 Vol.84 No.-

Cette étude contribuera à l’amélioration des critères d’accomplissement dans le programme d’enseignement de français en Corée. Nous examinons d’abord les échelles des niveaux de compétences du Cadre européen commun de référence pour les langues(2001). Passant en revue les normes d’accomplissement présentées dans le nouveau programme d'enseignement de français, qui s’appliquera à partir de la rentrée 2015, nous observons ensuite leur état actuel et leurs défauts. Cet examen nous amène enfin à proposer des mesures pour l’élaboration et l’amélioration de ces critères dans l’avenir :ⅰ) distinguer les critères d’accomplissement des contenus d’enseignement/apprentissage, ⅱ) élaborer les niveaux de compétences en calibrant l’échelle de niveaux, ⅲ) décrire de manière cohérente et transparente ce que les apprenants sont capables de faire à chaque niveau, ⅳ) concevoir des guides pour les utilisateurs (apprenants, enseignants, formateurs, auteurs de manuels, etc.) afin de les aider à faire le meilleur usage des critères d’accomplissement élaborés.

우리는 왜 여기서 탈출구를 찾는가

최희재 단국대학교퇴계학연구소 2001 退溪學硏究 Vol.13,14,15 No.-

1890┃92년 湖南省에서의 反基督敎宣傳强化와 그 背景 : 周漢等의 反敎運動의 성격이해를 위한 一前提

崔熙在 단국사학회 1988 史學志 Vol.21 No.-

대학 전공 기초 프랑스어 교육 활성화 방안 연구 - 행위적의사소통 과제에 기반한 교육키트 개발을 중심으로 -

최희재 한국프랑스학회 2015 한국프랑스학논집 Vol.90 No.-

Cette étude contribuera à l’amélioration de l’enseignement du français élémentaire pour les étudiants de licence d’études françaises dans les universités coréennes. Soulignant la nouvelle notion de « tâche » engendrée par l’approche actionnelle, nous présentons d’abord le kit pédagogique élaboré par les pays européens pour l’enseignement des langues vivantes. Nous observons ensuite la situation de l’enseignement du français élémentaire dans les universités coréennes. Cette tentative d’analyse se fonde sur le curriculum de 139 universités, sur les résultats d’une enquête faite auprès de 175 étudiants ainsi que sur l’étude de trois méthodes utilisées chez eux. Enfin, nous tentons de proposer un kit pédagogique adapté au public coréen, composé d’une action visée, des objectifs linguistiques et culturels à atteindre, des contenus langagiers et culturels, des activités de communication langagières ainsi que des tâches « communic’actionnelles » à réaliser, pour l’enseignement du français élémentaire sous l’angle de l’approche actionnelle.