러시아 중등 한국어교육과정 분석과 과제 탐색

Abstract

This study aimed to examine the institutional and political situation and context of the Korean language curriculum design for secondary schools in Russia, and to discuss the follow-up tasks based on the results of analyzing the curriculum. To this end, documents such as the Russian Constitution, Education Act, Language Act, Federal National Education Standards, foreign language curriculum documents, related research reports, and theses are reviewed, and then Korean language curriculum documents are analyzed while surveying four curriculum-related experts in Russia. In Russia, 'pluralism' is a great principle of foreign language education, but there are situational factors that make it difficult to realize the value of 'pluralism', such as insufficient development of foreign language curriculum and textbooks at the national level, and difficulties in supplying teachers. The curriculum, which is the basis of foreign language education in Russia, aims to reach CEFR level A1+~B1 with the goal of developing a tolerant attitude toward other cultures, self-actualization of learners, and improvement of foreign language communication skills as a communication tool. As the federal national education standards for middle schools were revised in 2010, a second foreign language was added to the regular middle school subjects. Korean as a second language suggests the development of communicative competence, that is, discourse competence, language competence, socio-cultural competence, and compensation strategic competence as the educational goal, and the curriculum consists of about 350 hours per year. To this end, with the goal of reaching the A1+ level, the educational content system and elements such as topics, tasks, and language knowledge to be covered in grades 5-9 are presented in detail. For the development of Korean language education in higher education of Russia, it is necessary to develop a follow-up curriculum to link middle schools and high schools and to discuss the direction of feedback through curriculum-textbooks-teaching·learning-evaluation.