The purpose of this study is to suggest an effective Korean reading education method using Korean traditional fairy tales targeting Chinese intermediate learners. In recent years, Korea and China have been greatly affected by the Corona 19 virus, but we can see a trend of increasing Chinese people l...
The purpose of this study is to suggest an effective Korean reading education method using Korean traditional fairy tales targeting Chinese intermediate learners. In recent years, Korea and China have been greatly affected by the Corona 19 virus, but we can see a trend of increasing Chinese people learning or trying to learn Korean. Therefore, it is necessary to continuously explore new methods of Korean language education for Chinese learners. Korean traditional fairy tales are stories based on innocence that has been handed down since ancient times. If traditional fairy tales are used in Korean reading education, learners' imagination and language skills can be improved, as well as Korean culture and life principles can be acquired at the same time. Therefore, traditional fairy tales are very suitable as texts for Korean reading education.
The composition of this study and the contents of each chapter are as follows.
In Chapter 1, the need for reading was examined and the advantages of Korean reading education using traditional fairy tales were mentioned. Next, previous studies were reviewed by dividing them into two parts: research on Korean reading education for Chinese learners and research on Korean language education using traditional fairy tales.
Chapter 2 is a review of the theoretical background. First, the concept of reading was examined, and the contents and methods of reading education were presented. Based on this, an interactive reading education model suitable for intermediate learners is investigated. Next, the concept and characteristics of traditional fairy tales and the educational value of traditional fairy tales are examined, and their positive influence on Korean language education is presented.
Chapter 3 first conducts a demand survey on Korean language education using traditional fairy tales targeting intermediate Chinese learners. By analyzing the results of the survey, the specific situation of Chinese intermediate learners and the necessity of using traditional fairy tales are identified. In addition, we will analyze the current status of education using traditional fairy tales, targeting the most commonly used textbooks in Korean language classes in Korea and China. After presenting the criteria for selecting traditional fairy tales based on the results of the survey and analysis of textbooks, I would like to clarify the reason for selecting the traditional fairy tale as the text of this study.
Chapter 4 presents teaching/learning plans that sufficiently reflect learners' learning status and demand based on the discussions above. First, a Korean reading teaching model and a Korean language education model using traditional fairy tales were synthesized, and a reading teaching model suitable for this study was presented. Next, the instruction plan for reading classes using traditional fairy tales was presented in detail by dividing them into three stages: 'before reading, reading, and after reading'.
Chapter 5 summarizes and organizes the contents of this study, and then mentions the significance and limitations of the study and future research directions.
The purpose of this study is to suggest an effective Korean reading education method using Korean traditional fairy tales targeting Chinese intermediate learners. In recent years, Korea and China have been greatly affected by the Corona 19 virus, but we can see a trend of increasing Chinese people learning or trying to learn Korean. Therefore, it is necessary to continuously explore new methods of Korean language education for Chinese learners. Korean traditional fairy tales are stories based on innocence that has been handed down since ancient times. If traditional fairy tales are used in Korean reading education, learners' imagination and language skills can be improved, as well as Korean culture and life principles can be acquired at the same time. Therefore, traditional fairy tales are very suitable as texts for Korean reading education.
The composition of this study and the contents of each chapter are as follows.
In Chapter 1, the need for reading was examined and the advantages of Korean reading education using traditional fairy tales were mentioned. Next, previous studies were reviewed by dividing them into two parts: research on Korean reading education for Chinese learners and research on Korean language education using traditional fairy tales.
Chapter 2 is a review of the theoretical background. First, the concept of reading was examined, and the contents and methods of reading education were presented. Based on this, an interactive reading education model suitable for intermediate learners is investigated. Next, the concept and characteristics of traditional fairy tales and the educational value of traditional fairy tales are examined, and their positive influence on Korean language education is presented.
Chapter 3 first conducts a demand survey on Korean language education using traditional fairy tales targeting intermediate Chinese learners. By analyzing the results of the survey, the specific situation of Chinese intermediate learners and the necessity of using traditional fairy tales are identified. In addition, we will analyze the current status of education using traditional fairy tales, targeting the most commonly used textbooks in Korean language classes in Korea and China. After presenting the criteria for selecting traditional fairy tales based on the results of the survey and analysis of textbooks, I would like to clarify the reason for selecting the traditional fairy tale as the text of this study.
Chapter 4 presents teaching/learning plans that sufficiently reflect learners' learning status and demand based on the discussions above. First, a Korean reading teaching model and a Korean language education model using traditional fairy tales were synthesized, and a reading teaching model suitable for this study was presented. Next, the instruction plan for reading classes using traditional fairy tales was presented in detail by dividing them into three stages: 'before reading, reading, and after reading'.
Chapter 5 summarizes and organizes the contents of this study, and then mentions the significance and limitations of the study and future research directions.
주제어
#Traditional fairy tales Chinese intermediate learners Korean reading education Interactive reading education plan
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