화법교육에서 ‘배려’의 실행 가능성 탐구
A Study on the Feasibility of Including Caring Education for Korean Communication Education
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This study aimed to determine the feasibility of including “caring education” in Korean Communication Education. The purpose of a caring education is to rear children who not only develop their abilities and individuality for a happy life but practice caring. ‘Caring’ must be connected with the education curriculum of Korean language department’s, particularly with the module that promotes communal living through proper Korean language usage. 2015 Korean language curriculum indicates, as an aim of education in Korean language departments, “key competence,” which, learners to establish their self-identity through self-care and be aware of its changes. Continuous communication in a cultural environment, along with human relations, helps establish awareness of a changing self-identity. Meanwhile, a learner’s Korean language usage(comprehension and expression) must be designed to include the responses of. Learning partners, with whom the learner shares a meaningful relationship and who can implement ‘care’ through continuous communication in Korean. To enhance this feasibility, this study suggests the following: firstly, the promotion of a school-wide speaking culture classroom on personal narratives; secondly, the development and practice of a Korean language education program that accepts continuous and face-to-face interaction; and thirdly, the formation of Korean language Learning communities through the solidarity of the school, family, and society.
Abstract
This study aimed to determine the feasibility of including “caring education” in Korean Communication Education. The purpose of a caring education is to rear children who not only develop their abilities and individuality for a happy life but practice caring. ‘Caring’ must be connected with the education curriculum of Korean language department’s, particularly with the module that promotes communal living through proper Korean language usage. 2015 Korean language curriculum indicates, as an aim of education in Korean language departments, “key competence,” which, learners to establish their self-identity through self-care and be aware of its changes. Continuous communication in a cultural environment, along with human relations, helps establish awareness of a changing self-identity. Meanwhile, a learner’s Korean language usage(comprehension and expression) must be designed to include the responses of. Learning partners, with whom the learner shares a meaningful relationship and who can implement ‘care’ through continuous communication in Korean. To enhance this feasibility, this study suggests the following: firstly, the promotion of a school-wide speaking culture classroom on personal narratives; secondly, the development and practice of a Korean language education program that accepts continuous and face-to-face interaction; and thirdly, the formation of Korean language Learning communities through the solidarity of the school, family, and society.
참고문헌 (22)
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