해외 초‧중등학교의 한국어 교육과정 설계를 위한 기초적 연구
An Introductory Study for Developing Korean Language Curriculum of Overseas Elementary and Secondary Schools
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초록
This study aims at building a general curriculum that can be utilized as a reference to the introduction of Korean language education in elementary and secondary schools overseas. In order to understand the current situation of the schools, a case study in Japan and surveys among other regions have been conducted. The results are as follows : First, the introduction point of Korean language education varies in the different educational systems of each country. Second, it is expected that most Korean language learners remain at the beginning level due to limited practical studying of one to two hours per week. Therefore, with regard to the establishment in standards of the ranks, it is required to consider ranks not by educational stages, but by grades. By examining the rating systems in Korea, European nations, and North America, the conclusion reached is that the application of the Common European Framework of Reference for Languages(CEFR) seems to be most applicable to the current Korean education system in overseas schools. The criteria of CEFR such as 'poly-valence' and 'flexibility', consideration on curriculum planning, applications in diverse regions and comparative advantages in terms of the North American ratings system sustains the validity of the CEFR system in Korean education. However, the ranks in the beginning level are subdivided through distributive approach in anticipation of having a number of beginners. As a result, this study designs an education system of nine stages which subdivides the level of beginner, intermediate and advanced in 4-3-2 stages respectively. On the issue of setting the descriptive categories, by comprehensively examining the domestic and overseas Korean language education curriculum, foreign language education curriculum in elementary and secondary schools in Korea and the horizontal axis of CEFR, three large categories of language, knowledge of language and culture are established. Contained within are a total of 9 descriptive categories with subcategories of 4-3-2 respectively.
Abstract
This study aims at building a general curriculum that can be utilized as a reference to the introduction of Korean language education in elementary and secondary schools overseas. In order to understand the current situation of the schools, a case study in Japan and surveys among other regions have been conducted. The results are as follows : First, the introduction point of Korean language education varies in the different educational systems of each country. Second, it is expected that most Korean language learners remain at the beginning level due to limited practical studying of one to two hours per week. Therefore, with regard to the establishment in standards of the ranks, it is required to consider ranks not by educational stages, but by grades. By examining the rating systems in Korea, European nations, and North America, the conclusion reached is that the application of the Common European Framework of Reference for Languages(CEFR) seems to be most applicable to the current Korean education system in overseas schools. The criteria of CEFR such as 'poly-valence' and 'flexibility', consideration on curriculum planning, applications in diverse regions and comparative advantages in terms of the North American ratings system sustains the validity of the CEFR system in Korean education. However, the ranks in the beginning level are subdivided through distributive approach in anticipation of having a number of beginners. As a result, this study designs an education system of nine stages which subdivides the level of beginner, intermediate and advanced in 4-3-2 stages respectively. On the issue of setting the descriptive categories, by comprehensively examining the domestic and overseas Korean language education curriculum, foreign language education curriculum in elementary and secondary schools in Korea and the horizontal axis of CEFR, three large categories of language, knowledge of language and culture are established. Contained within are a total of 9 descriptive categories with subcategories of 4-3-2 respectively.
참고문헌 (59)
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