지역특성에 기반을 둔 다문화교육의 과제와 방향 = A Direction and Task of Multicultural Education according to the Regional Characteristics

다국어 초록 (Multilingual Abstract)

The purpose of this study is that what kinds of differences multicultural educations in Changwon City and Milyang City in Kyeongsangnam-Do have according to the characteristics of each region. Moreover, it is about how much satisfaction this multicultural educations would bring to the citizens, including members of the multicultural family. It also analyzes what kinds of differences multicultural education in these two regions would have, comparing to the nationwide programs, and considers proper directions of multicultural education, corresponding with the locality.
Following study is consist of a survey and a depth interview among parents of multicultural family who had primary school children and their class teachers to the school.
The results reveal that:
First, there was no accurate standard in selecting 'Area-central School of Education for children from multicultural family,' as an example of multicultural education. Both two selected schools were neither the regions which have the most children from multicultural family, nor the regions which have requirements for multicultural family in special regions. They also did not seem to have strong intention of teachers to perform multicultural programs.
Second, Changwon City and Milyang City had difference between the characteristics of multicultural family and multicultural education programs according to the traits of regions. Changwon City, as a city of heavy chemical industry, has a number of manufacturers, and Milyang City plays a role as a urban-rural complex small city. Therefore, their social and cultural traits were different, as well as their requirements of children's education supporting method.
Third, it is lack of the systematic and long-term program which can be applied with curriculum. The contents of the programs in the two schools did not consider characteristics of the regions and multicultural family, and just imitate general programs which are operated by other regions. Thus, it is required to promote more systematic and effective programs, considering situations of the regions and multicultural family.
Forth, multicultural education has to be related to the economical, social, and educational environment of the regions. Opinions and evaluations of the parents on multicultural education programs were various, and ideas of teachers who are in charge of multicultural education were also different. That is, evaluations and requirements of the supporting contents depend on the members.
This study compared current situations of multicultural education in the two different regions, Changwon City and Milyang City. Even though they are in the same Kyeongsangnam-Do, they have different economical and social traits of the members of multicultural family and their regions, and different requirements and evaluations of support in multicultural education and multicultural family as well. However, the contents of the programs of the two regions were not that different, and it was same when it was compared with those of general programs. The fact that there are common nationwide programs would mean their necessity is quite huge. Therefore, it is necessary to have a central axis of the fundamental plan according to the importance, and then have multicultural education programs which are applied to reality of the regions and make full use of.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 다문화교육에 관한 이론적 접근 4
• 1. 다문화교육에 관한 개념적 정의 4
• 2. 다문화교육의 목적과 목표 6
• 3. 다문화교육에 관한 국내의 선행 연구 8
• Ⅲ. 한국의 다문화교육 현황 11
• 1. 다문화가정의 자녀현황 11
• 2. 경상남도의 다문화가정 현황 및 특징 13
• 3. 다문화교육 사례 16
• Ⅳ. 창원시의 다문화교육 현황과 과제 28
• 1. 지역적 특성 28
• 2. 다문화가정 현황 및 특징 31
• 3. 다문화교육 현황 36
• 4. ‘다문화가정 자녀교육 지역중심학교’의 현황 및 분석 38
• 5. ‘정책연구다문화 시범학교’의 다문화교육 분석 65
• 6. 지역중심학교와 정책연구학교의 다문화교육 과제 74
• Ⅴ. 밀양시의 다문화교육 현황과 과제 76
• 1. 지역적 특성 76
• 2. 다문화 가정 현황 및 특징 78
• 3. 다문화교육 현황 80
• 4. ‘다문화가정 자녀교육 시범학교’의 다문화교육 분석 82
• 5. ‘다문화가정 자녀교육 지역중심학교’의 현황 및 분석 95
• 6. 지역중심학교와 시범학교의 다문화교육 과제 113
• Ⅵ. 창원시와 밀양시의 다문화 교육 현황 비교 115
• 1. 창원시와 밀양시의 특성 비교 115
• 2. 창원시와 밀양시의 다문화교육 비교 116
• 3. 전국적인 경향과 창원시와 밀양시의 다문화교육 비교 121
• VII. 요약 및 결론 123
• [참고문헌] 127
• [ABSTRACT] 130
• [부 록] 132