해외 한국어 교실에서의 체험형 한국문화 교육 방안 연구 A Study on the Program of Teaching Korean Culture to Overseas Korean Language Students by the Cultural Experience Method원문보기
This study suggests a method for cultural teaching designed for overseas Korean language students. It began with the question of how teaching Korean culture to overseas Korean language students can be effective. Korean culture education in foreign countries is often carried out as a text knowled...
This study suggests a method for cultural teaching designed for overseas Korean language students. It began with the question of how teaching Korean culture to overseas Korean language students can be effective. Korean culture education in foreign countries is often carried out as a text knowledge transfer or a one-time event, so this study paid attention to 'cultural experience' for overseas Korean language students who have difficulty in accessing the Korean culture field. In general, People think cultural experience is carried out in a cultural field where cultural elements exist, but will be able to put ‘cultural islands’ in an oversea area that have been created as a similar cultural field in the category of culture field. For the oversea Korean language student who is finding it hard to join in the target culture field, create a similar culture field with various kinds of 'cultural islands', have cultural communication and experience activities in 'cultural islands’ it will help the learner to gain cultural experience like the cultural experience activity in Korea. This study proposes a method of experiential culture education as an educational method that improves cultural understanding and language ability in a foreign Korean language classroom. Firstly, through preceding research analysis studies, I defined the notion of ‘cultural experience learning’ and ‘culture experience learning in overseas classroom’ for this study. This study selected culture items based on the Research for the International Standard Curriculum of Korean Language(2010, 2011, 2016, 2017) which has gained authority as a government led research and survey of The Korea Studies Institute (KSI) made a selection standard to select cultural items. As a case of representative experience-based cultural education in the overseas area, this study compared and analyzed the lessons of King Sejong Institute, UNESCO Korea Committee’s CCAP(Cross-Cultural Awareness Programme) class, Beijing KCM(Korean Culture’s Map) Korean culture class, and lessons of China Confucius Institute, etc. and organized the class structure and classified according to the language of instruction and learning type. Through analysis of these classes, the study concluded that cultural experience classes conducted in overseas classrooms are mainly composed of 'Pre-learning - experiential activities - Post learning' regardless of the place or class language and that the process of constructing the student’s own experience through the post-learning is regarded as a cultural experience. The lesson is composed of the three steps ‘Pre- learning - experiential activity - Post learning', and the lesson is designed based on Patrick R. Moran's theory of cultural experience and storytelling method and suggests playing yut, Wrapped Kimchi two culture items’s teaching plan and activity sheet. This study has a shortcoming that the program tested based on the learner’s actual implementation and evaluation, but the culture field extended to cultural islands of overseas classrooms and suggested educational methods to improve cultural understanding and communication ability through cultural experience activities in overseas classrooms.
This study suggests a method for cultural teaching designed for overseas Korean language students. It began with the question of how teaching Korean culture to overseas Korean language students can be effective. Korean culture education in foreign countries is often carried out as a text knowledge transfer or a one-time event, so this study paid attention to 'cultural experience' for overseas Korean language students who have difficulty in accessing the Korean culture field. In general, People think cultural experience is carried out in a cultural field where cultural elements exist, but will be able to put ‘cultural islands’ in an oversea area that have been created as a similar cultural field in the category of culture field. For the oversea Korean language student who is finding it hard to join in the target culture field, create a similar culture field with various kinds of 'cultural islands', have cultural communication and experience activities in 'cultural islands’ it will help the learner to gain cultural experience like the cultural experience activity in Korea. This study proposes a method of experiential culture education as an educational method that improves cultural understanding and language ability in a foreign Korean language classroom. Firstly, through preceding research analysis studies, I defined the notion of ‘cultural experience learning’ and ‘culture experience learning in overseas classroom’ for this study. This study selected culture items based on the Research for the International Standard Curriculum of Korean Language(2010, 2011, 2016, 2017) which has gained authority as a government led research and survey of The Korea Studies Institute (KSI) made a selection standard to select cultural items. As a case of representative experience-based cultural education in the overseas area, this study compared and analyzed the lessons of King Sejong Institute, UNESCO Korea Committee’s CCAP(Cross-Cultural Awareness Programme) class, Beijing KCM(Korean Culture’s Map) Korean culture class, and lessons of China Confucius Institute, etc. and organized the class structure and classified according to the language of instruction and learning type. Through analysis of these classes, the study concluded that cultural experience classes conducted in overseas classrooms are mainly composed of 'Pre-learning - experiential activities - Post learning' regardless of the place or class language and that the process of constructing the student’s own experience through the post-learning is regarded as a cultural experience. The lesson is composed of the three steps ‘Pre- learning - experiential activity - Post learning', and the lesson is designed based on Patrick R. Moran's theory of cultural experience and storytelling method and suggests playing yut, Wrapped Kimchi two culture items’s teaching plan and activity sheet. This study has a shortcoming that the program tested based on the learner’s actual implementation and evaluation, but the culture field extended to cultural islands of overseas classrooms and suggested educational methods to improve cultural understanding and communication ability through cultural experience activities in overseas classrooms.
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