한국의 세계유산을 활용한 언어와 역사문화 통합수업 방안 연구 : - 일본어권 학습자를 중심으로 - = A Study on the Integrated Instruction of Language and Historical Culture Using World Heritage in Korea - Focused on Japanese learners -

다국어 초록 (Multilingual Abstract)

The purpose of this study is to introduce a lesson plan that integrates Korean language and Historical Culture by using Korea's UNESCO World Heritage for Japanese Korean learners.
This study examined the results of existing research utilizing Korean Historical Culture and World Heritage, prepared theoretical grounds for designing a lesson plan, and presented a lesson model for Japanese learners.
Currently, Korean dramas, movies and K-pop music are attracting a lot of attention in Japan. This popularity and interest are expected to lead to more people learning Korean, and the number of Japanese learners who want to learn Korean is expected to increase steadily in the future. Despite this interest in popular culture, however, Korean language education and Korean cultural education are not being conducted properly in the field of Korean language education. In addition, there is not much importance of cultural learning in teaching materials, and it is mainly a fragmented structure centered on texts, and is used only one-time or as supplementary materials in class. Also, the cultural education of most teaching materials was focused on Advanced Level textbooks.
Korea and Japan are neighbors who have influenced each other a lot in their long history. However, there is a historical conflict between the two countries, and the relationship between Korea and Japan has worsened since the 2018 Supreme Court ruling on victims of forced labor and Japan’s imposing of export restrictions on Korea in 2019. These differences in perception and historical conflicts between the two countries prevent Korea and Japan from advancing toward peace and cooperation.
Therefore, this study proposed a teaching method that integrates Korean language and Historical Culture by utilizing Korea's World Heritage site, which has universal recognition.
This study examined four key components with which Japanese learners interact; Intercultural Education and World Heritage, a survey of what Japanese learners want to gain in the Korean language class utilizing World Heritage, World Heritage sites that can be used in the classroom, and piloting an educational plan.
First, the theoretical basis for this study was based on the educational value of Intercultural Education, Theme-Based Model, and World Heritage. The relevant literature was reviewed.
Second, a survey was conducted on Japanese learners to design a model class that integrates language and Historical Culture using Korea's World Heritage sites. The analysis of the survey showed that most Japanese learners learn Korean through the ‘Korean Wave’, such as dramas, movies, and music, particularly, K-pop. The purpose of learning becomes further expanded by traveling to Korea and other interest in Koreans. Many learners also recognize that it is important to understand Korean Historical Culture in order to learn the Korean language, and hope that learning about Korean history will help them understand Korean culture.
Third, twelve World Heritage sites were selected based on the results of a survey of Japanese learners. This study set the scope and difficulty of language skills to the intermediate level 4, looked at the achievement criteria of education which can be obtained in class, designed the syllabus in the first semester, and designed the actual class model under the theme of Andong Hahoe Village.
Fourth, based on the completed education plan, pilot classes were conducted for learners at the intermediate level of Institute A. After the pilot class, students who participated in the class were interviewed in order to evaluate the class using World Heritage.
This study is meaningful in that the subject of historical Culture was selected as a World Heritage topic considering the characteristics of Japan in the educational field where Korean is taught, and a specific teaching model was designed, and classes were actually conducted.
However, it is regrettable that the number of learners who participated in the pilot class was limited in size, so the opinions of various learners were not heard in this study.
It is regrettable that this study was designed based on references only, although advice from Korean and Japanese history experts was inevitable in order to build a more professional class plan.
If a follow-up study is conducted based on this study, it is hoped that the advice and supervision of historical experts from both Korea and Japan will be added. If so, it is expected that more professional and systematic classes that combine Korean language and historical culture will be conducted.

Key Words: Historical Culture, World Heritage, Intercultural Education, Theme-Based Model, Japanese Learners, Integrated Instruction

목차 (Table of Contents)

• <목 차>
• 1. 서론 1
• 1.1. 연구 목적1
• 1.2. 선행 연구 검토 4
• 1.2.1. 한국 역사문화 교육에 관한 연구 4
• 1.2.2. 세계유산을 활용한 한국 문화교육에 관한 연구 6
• 　 1.3. 연구 방법 및 절차 8
• 2. 논의의 기초 10
• 2.1. 상호문화교육 10
• 2.1.1. 상호문화교육의 의미 10
• 2.1.2. 상호문화교육의 목표 및 원칙 11
• 2.1.3. 상호문화교육의 필요성 12
• 2.1.4. 상호문화교육의 교육 방안 14
• 2.2. 내용 중심 교수법 15
• 2.2.1. 내용 중심 교수법의 개념 및 원리 15
• 2.2.2. 주제 중심 모형 18
• 2.3. 세계유산의 교육적 의의 21
• 2.3.1. 세계유산의 정의 21
• 2.3.2. 세계유산의 교육적 가치 26
• 2.3.3. 세계유산의 교육적 활용 방법 28
• 3. 세계유산 활용 수업모형 개발을 위한 학습자 요구분석 32
• 3.1. 조사 방법 및 대상 32
• 3.2. 요구조사 내용 34
• 3.3. 분석 결과 36
• 3.3.1. 학습자 배경정보 36
• 3.3.2. 한국어 학습 관련 정보 37
• 3.3.3. 한국의 역사문화 관련 인식 및 요구 40
• 3.3.4. 한국의 세계유산 관련 인식 및 요구 48
• 3.４. 소결 56
• 4. 세계유산을 활용한 수업모형의 설계 및 실제 58
• 4.1. 교육 목표 및 성취 기준 58
• 4.1.1. 교육 목표 58
• 4.1.2. 교수학습 성취 기준 59
• 4.2. 교수요목 설계 64
• 4.2.1. 교육내용 범주 선정 64
• 4.2.2. 교수요목 설계의 실제 73
• 4.3. 수업모형 설계 77
• 4.3.1. 수업모형 설계의 원리 77
• 4.3.2. 수업 단계 구성 78
• 4.3.3. 수업 자료 제작 81
• 4.4. 시범수업 운영 및 평가 91
• 4.4.1. 시범수업 운영 91
• 4.4.2. 수업 평가 및 논의 93
• 5. 결론 96
• 5.1. 연구 요약 96
• 5.2. 의의 및 제언 98
• 【참고 문헌】 99
• 【부록1】 학습자 요구조사 설문지(한국어)105
• 【부록2】 학습자 요구조사 설문지(일본어)109
• 【Abstract】 113