일본어 교과 논리 및 논술 교과목의 실제와 과제 - 전국 일어교육과의 교과목 개요를 중심으로 -

Abstract

In this paper, the absence of specific guidelines for "Logic and Writing in Teaching Japanese as a Foreign Language" a subject in university teaching profession, is pointed out as a problem. The Course Description of Japanese language education departments at six Korean universities were examined. The purpose of the study is to grasp the current status of course operation in the six Japanese language education departments and to investigate the key concepts reflected in the course outlines, in order to obtain useful information for exploring the content and direction of "Logic and Writing in Teaching Japanese as a Foreign Language" The curriculum operation status was reviewed, divided into course name (Korean/English), academic year and semester of offering, enrollment classification, credits, and instructors (full-time/part-time/native language background). As a result, it was found that each university is experiencing difficulty in exploring the direction of courses reflecting changes in the educational environment. The essence of the curriculum in "Logic and Writing in Teaching Japanese as a Foreign Language" is summarized as cultivating the ability to think and describe logically about various problems and topics that may arise in educational settings, based on specialized knowledge and theories necessary for Japanese language education. In the discussion, various issues and challenges presented in the research results were discussed. With the lack of publicly available research results on "Logic and Writing in Teaching Japanese as a Foreign Language" so far, the expected benefit is that the results of this study could be utilized as useful foundational materials in the field of education.