초등학교 국어 수업에서의 다문화 관련 요인에 대한 연구

Abstract

The purpose of this Study lies in exploring the status of Korean education fields and finding out about multi-cultural elements and contents in view points of teachers and students in Korean classes. For this, we investigated teachers responsible for and teaching classes containing multi-cultural students to find out about their understanding of the issues related with multi-cultural students and the change of Korean education system for them. We actually attended and monitored their teaching processes to obtain practical information. Main purposes of this study include:As for educational recognition elements for teachers responsible for multi-cultural students, ‘the element of Korean class with multi-cultural students’ and ‘the element of the teachers of multi-cultural students’ were examined. Main contents of the former element include 1) emphasis of the utilization of writing class, 2), demand of customized Korean teaching-studying methods and 3) consideration of variety of Korean teaching materials and data. Main contents of the second element include 1) and 2) emphasis of multiplication, actualization and obligation of multi-cultural teacher training programs, 3) emphasis of the professionalism of teachers of multi-cultural students, and 4) consideration of the implications in guiding multi-cultural students. Monitoring of Korean classes with multi-cultural students was carried out with the emphasis on both ‘student element’ and ‘teacher element’. For the first case, we could give optimistic scores in the evaluations of multi-cultural students’ Korean ability, understanding of classes, learning attitudes and relationship among students’. However, we found that there were some attentive points in understanding of culture and emotion, problems in pronunciation and specific behaviors. For the later case, we examined the objectives, atmosphere and teaching attitudes of the classes. We found that teacher’s intentional or unintentional teaching activities play important roles in the classes with multi-cultural students. We found that the teacher element is much more important in the transition toward multi-cultural classes in elementary schools pursuing whole-person education.