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  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
  • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
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‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
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      A Study on Korean Language Teachers’ Perceptions about Fairness Education

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      https://www.riss.kr/link?id=A108894598

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      The purpose of this study was to examine how both native speaker teachers and instructors perceive fairness and discuss its implementation in Korean language education. A new media domain was created in the 2022 revised Korean language curriculum, and fairness education was emphasized in the achievement standards compared to the previous curriculum. Therefore, discussion on the specification of the content of fairness education is essential. Accordingly, in this paper, we examined the aspects of Korean language teachers’ perception of fairness in Korean language education from various angles and analyzed them based on an iterative comparative analysis method. This was conducted to improve educational content related to fairness in Korean language and grammar education. The discussion in this paper is significant, as it attempts to explore the direction of fairness education in more detail.
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      The purpose of this study was to examine how both native speaker teachers and instructors perceive fairness and discuss its implementation in Korean language education. A new media domain was created in the 2022 revised Korean language curriculum, and...

      The purpose of this study was to examine how both native speaker teachers and instructors perceive fairness and discuss its implementation in Korean language education. A new media domain was created in the 2022 revised Korean language curriculum, and fairness education was emphasized in the achievement standards compared to the previous curriculum. Therefore, discussion on the specification of the content of fairness education is essential. Accordingly, in this paper, we examined the aspects of Korean language teachers’ perception of fairness in Korean language education from various angles and analyzed them based on an iterative comparative analysis method. This was conducted to improve educational content related to fairness in Korean language and grammar education. The discussion in this paper is significant, as it attempts to explore the direction of fairness education in more detail.

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