The purpose of this thesis is to provide teaching and learning methods that can offer an occasion to consider problems related to multi-culturalism and to propose an attitude to understand and to be more considerate to minorities in our society throug... The purpose of this thesis is to provide teaching and learning methods that can offer an occasion to consider problems related to multi-culturalism and to propose an attitude to understand and to be more considerate to minorities in our society through literature. For the purpose, an attempt was made to find out multi-cultural elements in the 2009 revised Korean language curriculum, and to study how multi-cultural elements of the 2015 revised curriculum that will be applied in the future are to be reflected at the same time. Based on the findings, efforts were made to analyze works of multi-cultural stories that are recorded in the current Korean language text books, and to conduct a discussion on methods how novel ‘Wandugi’ can be applied to actual class situation in linkage with actual multi-cultural education. Literature reflects reality, we experience lives of other people through literature, and through it we can have an opportunity for self-reflection. That is, we can experience multi-culture through literature and can carry out multi-cultural education at the same time. In current literature text books, within larger units called ‘Literature and Life’ and ‘Literature and Community’, individual works that depict facets of a multi-cultural society in small units are published by various publishing companies. Works of multi-cultural stories have a significance in that they help us see the reality of a multi-cultural Korean society straightly and to understand the lives of social minorities (immigrants) with sympathy. An attempt was made in this thesis to experience our multi-cultural reality in a true sense of the term, and to come up with a class plan that can enhance multi-cultural sensitivity through novels that describe aspects of conflict more concretely. As part of an overview of this thesis, Chapter II deals with how multi-cultural elements are reflected in Korean language curriculum. Efforts were made to analyze how multi-cultural elements are reflected in the 2009 revised Korean language curriculum when multi-cultural education was dealt with seriously for the first time through an analysis of contents and achievement standards of the curriculum, together with a preview of how the multi-cultural elements contained in the 2015 revised Korean language curriculum to be implemented in the future are to be applied, and in what sense they differ from the 2009 revised Korean language curriculum. Next, a discussion was presented on the relationship between literature and multi-cultural education on the basis of our belief that literature reflects our time and we can understand lives of other people through literature. Using 11 kinds of literature text books currently in circulation that are based on the 2009 revised curriculum, we have analyzed the character of each work with a belief that literary works of multi-cultural stories published by each publishing company contained different messages. Although there are limitations as they deal with lives of immigrants in the main, they are worth analyzing since they contain multi-cultural reality of Korean society. In Chapter Ⅲ, an attempt was made to discuss on a plan to utilize novel ‘Wandugi’ in actual literary class. Contained in novel ‘Wandugi’ are diverse facets of a multi-cultural society, which include ‘distinct characteristics that appear in the relationship among novel characters’, the ‘relationship between a teacher and multi-cultural students’, ‘marriage immigrant women and their children’, ‘the socially disadvantaged (handicapped) and their children’, and ‘foreign laborers and Dongju who helps them.’ We can take a closer look at them through the novel and think about what would be the desirable community culture. Furthermore, the novel has presented the problem of ‘discrimination’ caused by division of Korean society and exclusion and the problem of conflict caused by the ‘identity of children of multi-cultural families.’ To help resolve this issue, efforts were made to overcome shortcomings of a teacher-oriented lecture class and adopt a student-oriented active class by employing a response oriented teaching-learning theory. Based on a social and historical value oriented teaching-learning theory so reconstructed, our goal was to design a class that encourages recognition of core values of multi-cultural societies of the students and comparison of the multi-cultural reality of Korea and values that are revealed in literary works as part of an effort to design a class that is more conducive to internalizing core values of a desirable multi-cultural society through it. In Chapter Ⅳ, efforts were made to apply what has been discussed on novel ‘Wandugi’ to an actual class situation by preparing a main study guidance plan and present diverse worksheets that can be utilized in a class. Up until now, concept of the term ‘multi-culture’ is not clearly defined yet. This is because, in diverse cultures, quite a few values are intermixed. However, one thing is clear. Through a genre called literature, we can experience diverse lives, understand positions of other people, sympathize with them, and discover paths of communication through it. Therefore, it seems that, to enhance multi-cultural sensitivity in Korea that just entered into a multi-cultural society, research on educational plans that can plant proper values on multi-culture through literature should be continued. ，韩语论文范文，韩语毕业论文 |
