<한국어 표준 교육과정>에 기반한 인도 중·고등학교 한국어 교육과정 개발 연구

김지혜,이인혜 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

The 2020 Standard Curriculum for Korean Language has been developed as the curriculum of the highest level of generality applicable to the broadest range of classrooms and learners. The Curriculum is configured in such a way as to serve as a foundation for subsequent individual curricula designed for a specific educational environment. This study analyzes the foreign language education policy and Korean language education in India and the 2020 Standard Curriculum for Korean Language to develop the curriculum and develops the Korean Language Curriculum for India’s Upper Primary and Secondary Stages (Classes VI to XII) based on the 2020 Standard Curriculum for Korean Language.

사회적 맥락과 학습자 특성을 반영한 한국어교육학 전공 교육 과정 개발 기초 연구 -광주․전남 지역 소재 내 한국어교육 전공 학부 과정을 중심으로-

김수은 국제한국어교육학회 2021 한국어 교육 Vol.32 No.2

This study aims to understand the operation of Korean language education majors in the Gwangju and Jeonnam provinces before developing the curriculum as part of regional research. In the Gwangju and Jeonnam region, a total of 7 universities offers undergraduate courses in Korean language education. However, this region has a characteristic of first-year Korean students being less than three, and the rest being international students. Besides, there are courses for acquiring Korean language teacher certification and improving Korean communication skills. This study interviewed the four current deans of the department of Korean Language Education among the seven universities to understand curriculum management and listen to their views. First, both Korean and international students significantly influenced academic achievement by setting goals and motivation. Moreover, they mentioned that curriculum management requires a new principle that considers learners in the entire process of selecting and arranging subjects, setting educational goals, developing educational contents and materials, and teaching methods for obtaining a Korean language teaching certificate. Courses related to Korean communication should also be designed based on the students’ goals and the department’s values. Also, they suggested that the use of non-subject activities, development of various subject types, and attempts of teaching methods were necessary.

시(詩)를 활용한 한국어교육의 실제 -발화의 내적 조건과 관련하여-

김지연 국제한국어교육학회 2001 한국어 교육 Vol.12 No.2

이 논문은 한국어 문법지식 및 발화방법이 충분히 학습된 학습자에게 보다 효율적으로 학습동기를 부여하고 종합적인 학습성과를 거둘 수 있게 하는 하나의 교육 모델을 제시하는 것을 목적으로 한다. 이를 위해 본고에서는 학습자의 발화에 관여한느 요소들을 살펴보고 발화조건에서 보다 심도 있게 다루어져야 할 필요가 있는 발화의 내적 조건을 중심으로 학습자의 발화를 효율적으로 유도할 수 있는 교수걸꼐의 부분에 주목하려고 한다. 여기서 고급 한국어 학습자를 위한 방법적 교수설계의 시도로 한국인의 정서와 문화, 역사적 배경 및 사회민속사가 투영된 문화작품을 활용하여 한국어 학습자로 하여금 한국인의 정신세계에 주체적으로 접근하게 하는 방법을 찾으려 한다. 이는 온전히 이해된 한국어의 <내용>을 충분히 학습된 한국어 <표현>과 결합시켜 능숙하게 전달할 수 있는 언어 이사으이 실현에 접근하려는 방법론적 고찰이라고 하겠다. 본고에서는 시(詩)를 활용한 수업모델을 다룰 것인데 이 시고를 통한 작업이 체계화된다면 이는 기존의 학습 보조자료 및 학습방법을 다양화할 수 있고, 한국어 표현의 내용을 심도 있게 혹장할 수 있게 하며 한국어의 특정 표현들이 지닌 한국인의 정서를 이해함으로써 한국어의 표현문맥을 정확하게 파악할 수 있게 하는데 기여할 것으로 본다. 이는 활용방법에 따라 듣기/쓰기/말하기/읽기교육에서 다각적으로 응용될 수 있을 것이다.

다문화 배경 학습자 대상의 언어 교육 정책 변화 경향성 분석

노정은 국제한국어교육학회 2019 한국어 교육 Vol.30 No.2

The purpose of this study is to analyze tendencies on how language education policies for students learning multi-cultural backgrounds have been changed and to seek for the development direction afterwards. For doing this, this study examined France and Japan and America and Australia in order to figure out how foreign language education policies for them have been enforced through literature reviews. The language education for students learning multi-cultural backgrounds have started over a decade in the Korea society. Examining how language education policies have been changed can be a reference material to seek for tendencies on how language education policies should be developed. Flows of them from 2006 when multi-cultural education plans are presented to 2019 were divided into four periods and this study examined its flows. The first period was a beginning period(2006 to 2008) when there were interests in education for children of multi-cultural families. Korean education started in each school unit and seeking for the support direction in Office of Education were main. The second period was a preparation period(2009 to 2011) to seek for tendencies of standardized Korean education and to materialize the support system of Korean education under mid and long term plans. The third period was a development period(2012 to 2016) when the state-dominated standardized Korean (KSL) education course was notified and standard textbooks were developed and supplied. Thefourth period was an advanced period(2017 to present) whennotification on the revised education course and textbook revisionand study capability reinforcement and expansion of multi-culturaleducation were strengthened. As this study examined these flows,it will suggest the future direction on how education policiesincluding language education for students learning multi-culturalbackgrounds should be enforced.

미국 로스엔젤레스에서의 한국어 교육 현화오가 제문제

김남길 국제한국어교육학회 1994 한국어 교육 Vol.5 No.-

크로아티아의 한국어교육 현황 및 발전 방안– 자그레브 대학교와 자그레브 세종학당을 중심으로 –

류재원 국제한국어교육학회 2021 한국어 교육 Vol.32 No.1

As this study is the basic research to investigate the present condition of Korean language and the search for development direction, it concretely examines the present condition of Korean language education in Croatia and aims to discuss the development direction by understanding the task. For the research, based on the subject of students of Korean language at College of Liberal Arts, Zagreb University and students at King Sejong Institute, a survey was conducted and an interview with faculties at King Sejong Institute was progressed. By arranging the surveyed contents, the present condition and characteristic of Korean language, in particular, in Zagreb, Croatia were suggested. Through the result of the investigation, 5 tasks were required to be solved; 1) there is a limitation that the region is limited to Zagreb, and it is difficult to create the educational environment from local high educational institute by itself; 2) there are only basic level learners in Zagreb, 3) lack of various contents to approach to Korea culture and Korean language; 4) lack of mutual interaction between professor and lecturer and 5) the need of the development of sustainable education course. This study is meaningful as it investigates the Korean language education in Croatia and suggests the concrete contents. However, there is a limitation in that the problem and the development direction are too broad, and the specific location is confined.

문학교육과 한국어교육

윤여탁 국제한국어교육학회 2003 한국어 교육 Vol.14 No.1

한국어 듣기 교육의 원리와 수업 구성

이해영(Hai Young Lee) 국제한국어교육학회 1999 한국어 교육 Vol.10 No.1

문화콘텐츠를 활용한 한국어 문학교육 방안 연구 - 외국인 유학생의 문화교육 과정을 중심으로

이민영(Min Young Lee) 국제한국어교육학회 2024 한국어 교육 Vol.35 No.3

중국인 학습자를 위한 한국문학 교육과정에 관한 연구

남연 국제한국어교육학회 2004 한국어 교육 Vol.15 No.3

Curriculum is the foundation of the all education activities. In the korean literature education for chinese leaners, we also need a literature curriculum to take lead to the practical side of education. But there isn’t any one and there isn’t any study on this field. For this reason this paper studied on the objective and contents of the korean literature education as an effort to frame the korean literature curriculum. In this paper the researcher set an objective of korean literature education by analyzing the training goal, the objective and the contents of the korean language department, and illustrated the preconditions which the contents of korean literature education are selected according to, and also made a studied on the organization of the contents of korean literature education.