TaLK 프로그램에 대한 수요자의 인식에 관한 연구
A study on the perception of students and parents about the TaLK Program
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The TaLK (Teach and Learn in Korea) program is inviting global leaders to teach English to students, to experience, learn and better understand the Korean culture. A survey was conducted to 117 students and 81 parents who were participating in the after school classes of TaLK program. This study aims to investigate the perception of students and parents the TaLK program. The results showed that students and parents were positive about the after school classes of the TaLK program, but they pointed out that teaching without steady operation and frequent changing of teachers because of their short term contract are problems to be considered. The findings also suggest that after school classes need to operate every year without frequent changing of teachers, provide a better support and give students, who live in the rural areas, equal opportunity to students who live in the rural areas to learn English regardless of their economic and family background. This consistent effort will make students learn English everyday in a week without depending on private institutions.
Abstract
The TaLK (Teach and Learn in Korea) program is inviting global leaders to teach English to students, to experience, learn and better understand the Korean culture. A survey was conducted to 117 students and 81 parents who were participating in the after school classes of TaLK program. This study aims to investigate the perception of students and parents the TaLK program. The results showed that students and parents were positive about the after school classes of the TaLK program, but they pointed out that teaching without steady operation and frequent changing of teachers because of their short term contract are problems to be considered. The findings also suggest that after school classes need to operate every year without frequent changing of teachers, provide a better support and give students, who live in the rural areas, equal opportunity to students who live in the rural areas to learn English regardless of their economic and family background. This consistent effort will make students learn English everyday in a week without depending on private institutions.
참고문헌 (12)
- 경상남도교육청, "2007 방과후학교 운영 초등 교장 연수 자료집" (2006), 경상남도교육청
- 2007학년도 방과후학교 운영기본계획, "교육인적자원부", 교육인적자원부, ~ (2007)
- 다양한 교육활동 프로그램 개발․적용을 통한 방과후학교 체제 구축. 운영보고서, "소답초등학교", 소답초등학교., ~ (2005)
- 이윤, "초등영어 수업컨설팅 실태 분석", 초등영어교육, 14(2), pp.45~71 (2008), 한국초등영어교육학회
- 이회자, "도시와 농산어촌 지역 간 초등학교 방과후학교 프로그램 만족도의 차이에 관한 연구", 석사, pp.2007
- 정호식, "초등 영어교육 활성화를 위한 초등 영어 수업 개선 연수 자료집" (2009), 경상남도교육청
- 최수영, "인터넷 교육방송(EBS)을 활용한 도․농간 초등학생 영어 듣기 능력과 정의적 영역의 수준차 접근 방안", 한국영어교과교육학회, 6(1), pp.109~141 (2007)
- (2009)[URL]
- Bourdieu, Pierre, "Reproduction in Education, Society, Culture" (1977), Sage
- Carrol,J.B, "The Teaching of French as a Foreign Language Eight Countries" (1975), Wiley
- Dimaggio,Paul, "Cultural capital and school success: The impact of status culture participation on the grades of U.S. school students", American Sociological Review, 47, pp.189~201 (1982)
- White,Karl R, "The Relationship between Socioeconomic Status and Academic Achievement", Psychological Bulletin, 913, pp.461~481 (1982)