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The objective of this study is to establish the groundwork for adapting media education to Korean education, to review the quality and methods of teaching and learning in Korean education as well as the significance of media education as Korean education, and to discuss some specific cases of media instruction based on the review. This study will discuss some views on the media and the resulting objectives and problems of media education in an effort to change the perceptions of media education as Korean education.
Despite the increase of teachers' interest in media education, focuses of media education are still either on teaching with the media and teaching through the media or on disclosing wrong senses of values and political ideologies hidden behind the media. By simplifying the complex context the media produces and distributes, this will deprive the students of a chance to make balanced judgments based on the information provided by the media.
Every time a new medium emerges, conservative points of view tend to be emphasized. Especially, advances in computer technology and the internet reinforces this trend. This conservative point of view emphasizes the negative aspects of the media among the various aspects produced and distributed by the media, causing the students to have distrust in and a cynical attitude towards the media.
To solve this problem, we should abandon the notion that the media try to propagate the political ideologies and beliefs of any specific group or have negative impacts on the students. After all, we need a shift of thinking on the media. A shift of thinking on the media does not mean that we see the media as harmful or lacking in cultural values but that based on the information the media provide, students themselves are able to analyze and understand the meanings produced and distributed by the media.
In the sense that these days any text can not be produced and distributed by a single language system composed of only a written language or a spoken language, it is not possible for Korean education to adapt to the changing situations of communication if the nature and category of language are confined to the traditional spoken and written language. In this respect, we need redefine the nature and category of language.
Language is a series of symbols in that it is in charge of the production and distribution of meanings. It is also a means to enable people to communicate with each other, and is not separated from the contemporary social and cultural context. If the nature of language can be defined as this, various elements such as images, sounds, pictures, and photos comprising the media are also language, and the media can thus be the target of Korean education. This gives a good theoretical reason media education can be accepted as part of Korean education.
If media education as Korean education is necessary and valid, media education as Korean education - it should not be the education for the media themselves - should coincide with the nature and objectives of Korean education. That is, media education as Korean education should teach the students the process of analyzing and understanding the meanings based on the information provided by various languages composing the media. It should also teach the students the process of analyzing and understanding how the media produce and distribute any specific social-cultural meanings in the contemporary social and cultural context. Thus, this article goes over various forms of media education within the Korean curriculum, the content of media education, and teaching and learning methods of media education to present specific examples of media education as Korean education. Based on this, it gives several good examples of media education linked with literature teaching.
This study has laid the theoretical groundwork for media education as Korean education. Besides, it has proved that media education could and must be used for Korean education, and it has succeeded in paving the way of media education as Korean education by giving specific teaching examples. This article is also of significance in that it helps to look at media education as Korean education in a new light and presents specific teaching methods by reviewing the objectives and problems of media education from the point of view of a Korean teacher, not from a viewpoint of a media education expert.
Despite the increase of teachers' interest in media education, focuses of media education are still either on teaching with the media and teaching through the media or on disclosing wrong senses of values and political ideologies hidden behind the media. By simplifying the complex context the media produces and distributes, this will deprive the students of a chance to make balanced judgments based on the information provided by the media.
Every time a new medium emerges, conservative points of view tend to be emphasized. Especially, advances in computer technology and the internet reinforces this trend. This conservative point of view emphasizes the negative aspects of the media among the various aspects produced and distributed by the media, causing the students to have distrust in and a cynical attitude towards the media.
To solve this problem, we should abandon the notion that the media try to propagate the political ideologies and beliefs of any specific group or have negative impacts on the students. After all, we need a shift of thinking on the media. A shift of thinking on the media does not mean that we see the media as harmful or lacking in cultural values but that based on the information the media provide, students themselves are able to analyze and understand the meanings produced and distributed by the media.
In the sense that these days any text can not be produced and distributed by a single language system composed of only a written language or a spoken language, it is not possible for Korean education to adapt to the changing situations of communication if the nature and category of language are confined to the traditional spoken and written language. In this respect, we need redefine the nature and category of language.
Language is a series of symbols in that it is in charge of the production and distribution of meanings. It is also a means to enable people to communicate with each other, and is not separated from the contemporary social and cultural context. If the nature of language can be defined as this, various elements such as images, sounds, pictures, and photos comprising the media are also language, and the media can thus be the target of Korean education. This gives a good theoretical reason media education can be accepted as part of Korean education.
If media education as Korean education is necessary and valid, media education as Korean education - it should not be the education for the media themselves - should coincide with the nature and objectives of Korean education. That is, media education as Korean education should teach the students the process of analyzing and understanding the meanings based on the information provided by various languages composing the media. It should also teach the students the process of analyzing and understanding how the media produce and distribute any specific social-cultural meanings in the contemporary social and cultural context. Thus, this article goes over various forms of media education within the Korean curriculum, the content of media education, and teaching and learning methods of media education to present specific examples of media education as Korean education. Based on this, it gives several good examples of media education linked with literature teaching.
This study has laid the theoretical groundwork for media education as Korean education. Besides, it has proved that media education could and must be used for Korean education, and it has succeeded in paving the way of media education as Korean education by giving specific teaching examples. This article is also of significance in that it helps to look at media education as Korean education in a new light and presents specific teaching methods by reviewing the objectives and problems of media education from the point of view of a Korean teacher, not from a viewpoint of a media education expert.
목차
1. 들어가는 말
2. 미디어에 대한 관점과 그에 따른 미디어 교육의 목적과 문제점
3. 국어 교육으로서 미디어 교육의 이론적 근거
4. 국어 교육으로서 미디어 교육의 의미
5. 국어과 수업과 연계한 미디어 교육 사례
6. 나가는 말
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