The aim of this study was to organize the contents of teaching-learning materials at the beginner level available at informal educational institutions in Japan. It is analyzed through literature study, teaching-learning status, and teaching materials survey, as well as teacher-learner needs survey.<...
The aim of this study was to organize the contents of teaching-learning materials at the beginner level available at informal educational institutions in Japan. It is analyzed through literature study, teaching-learning status, and teaching materials survey, as well as teacher-learner needs survey.
The teaching-learning status survey was conducted on Japan's Council of Local Authorities for International Relations(International Exchange Association), Community learning centers, lifelong learning centers, various cultural centers, private Korean classes, and several civic groups. In the results of the survey, the semester composition was very varied in each institution. and the third or fourth semesters compositions are in high rate among them. As for the number of courses, the ratio of the composition of four classes per month was high, and in the case of course time, the composition of 90 minutes per course was high.
The survey on learner and teacher needs was conducted by referring to previous studies and distributed through the Internet, and the results were analyzed through the SPSS program. As a result of the demand survey, learners had a very high proportion of middle-aged and elderly people, and most of them learned Korean for hobbies. Both learners and teachers preferred to use a single teaching-learning material in the period of
less than 6 months to 1 year, and 'listening' and 'speaking' were considered as the most important parts in learning Korean. And high percent of learners chose teacher-learner topics focused on 'task', 'language function', and 'situation'. In the question about which topics preferred to learn, learners chose "related to daily life", "related to shopping", and "related to cooking", while teachers chose "personal-related" topics as the top priority. As for the language function, both learners and teachers had the highest ratio of the language functions related to the conversation skills for interpersonal relationship. Regarding the learner-centered content composition, learners needed 'presentation of goals by unit', 'providing self-evaluation', 'providing contrast linguistic information', 'providing various topics and situations', and teachers needed 'presentation of learning goals by unit', 'self-evaluation', and 'composition of contents applicable in real life'.
Textbook analysis targeted textbooks with a high frequency of use as a result of the current status survey. Starting with the analysis of teaching-learning situations, the analysis examined the content composition of each textbook's common topics, language, function, grammar, and culture, and also confirmed the degree of reflection of learner-centered textbook requirements using a textbook analysis framework. As a result, it was found that for elementary learners, it is necessary to provide textbook schemes in Japanese, and to deal with a wide range of topics can allow them to be adapted according to learner age when selecting learning goals, learning strategies, self-evaluation, topics for each unit. In addition, it was found that it was necessary to provide contrasting linguistic information of 'grammar, vocabulary, and pronunciation', to balance the composition of four language skills, and to organize the contents of 'culture' beyond simple presentation.
Based on these surveys, In Chapter 5 of this study, It is presented the Policy of the content composition of teaching-learning materials and showed examples of unit composition.
The aim of this study was to organize the contents of teaching-learning materials at the beginner level available at informal educational institutions in Japan. It is analyzed through literature study, teaching-learning status, and teaching materials survey, as well as teacher-learner needs survey.
The teaching-learning status survey was conducted on Japan's Council of Local Authorities for International Relations(International Exchange Association), Community learning centers, lifelong learning centers, various cultural centers, private Korean classes, and several civic groups. In the results of the survey, the semester composition was very varied in each institution. and the third or fourth semesters compositions are in high rate among them. As for the number of courses, the ratio of the composition of four classes per month was high, and in the case of course time, the composition of 90 minutes per course was high.
The survey on learner and teacher needs was conducted by referring to previous studies and distributed through the Internet, and the results were analyzed through the SPSS program. As a result of the demand survey, learners had a very high proportion of middle-aged and elderly people, and most of them learned Korean for hobbies. Both learners and teachers preferred to use a single teaching-learning material in the period of
less than 6 months to 1 year, and 'listening' and 'speaking' were considered as the most important parts in learning Korean. And high percent of learners chose teacher-learner topics focused on 'task', 'language function', and 'situation'. In the question about which topics preferred to learn, learners chose "related to daily life", "related to shopping", and "related to cooking", while teachers chose "personal-related" topics as the top priority. As for the language function, both learners and teachers had the highest ratio of the language functions related to the conversation skills for interpersonal relationship. Regarding the learner-centered content composition, learners needed 'presentation of goals by unit', 'providing self-evaluation', 'providing contrast linguistic information', 'providing various topics and situations', and teachers needed 'presentation of learning goals by unit', 'self-evaluation', and 'composition of contents applicable in real life'.
Textbook analysis targeted textbooks with a high frequency of use as a result of the current status survey. Starting with the analysis of teaching-learning situations, the analysis examined the content composition of each textbook's common topics, language, function, grammar, and culture, and also confirmed the degree of reflection of learner-centered textbook requirements using a textbook analysis framework. As a result, it was found that for elementary learners, it is necessary to provide textbook schemes in Japanese, and to deal with a wide range of topics can allow them to be adapted according to learner age when selecting learning goals, learning strategies, self-evaluation, topics for each unit. In addition, it was found that it was necessary to provide contrasting linguistic information of 'grammar, vocabulary, and pronunciation', to balance the composition of four language skills, and to organize the contents of 'culture' beyond simple presentation.
Based on these surveys, In Chapter 5 of this study, It is presented the Policy of the content composition of teaching-learning materials and showed examples of unit composition.
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