The interconnectedness and interdependence strengthened by the course of globalization has created a closer relationship among nations worldwide. Economic and cultural exchanges among nations are increasing, and also national interdependence is expand... The interconnectedness and interdependence strengthened by the course of globalization has created a closer relationship among nations worldwide. Economic and cultural exchanges among nations are increasing, and also national interdependence is expanding just like international trade. In the free economic system, the export of competitive products and the importing of goods have led to the purchase of better quality merchandise at a lower cost, but the dark aspects of free trade have also had great consequences on the survival in all corners of the world. In order to recognize these problems and create a better environment, the importance of global citizen education to foster citizens with global consciousness while acknowledging the uniqueness of each country around the world is emphasized. Especially in the modern society not only cognitive aspects but also action ability to solve global issues are required. Fair trade is a very important learning material as a complementary measure to solve problems under free trade. Fair trade is a partnership of deals that pursue a more equal and just relationship in international trade based on conversation, transparency, and mutual respect. Particularly producers and workers in developing countries that are alienated from the benefit of economic development pursue sustainable development by trading in fair conditions and protecting their rights. In order to analyze the significant relationship between fair trade learning and awareness as a global citizen, the research was planned and executed as follows. Currently studies on fair trade education have been conducted in middle and high schools, but insufficiently in elementary schools. As a result of a preliminary comprehension test of fair trade administered in 'J' elementary school on 19 elementary students (male: 11, female: 8), no student clearly understood the concept, with only 25% of students actually familiar with fair trade. Thus, the purpose of this study is to investigate the effect of fair trade education on cultivating global citizen consciousness by on students' understanding of fair trade, their willingness to practice. First, the definition and goals of fair trade and explored the necessity of fair trade education was studied. Components and directions of fair trade classes was set after looking at examples of UK fair trade practices that are attracting attention as the most dynamic fair trade. Second, this study aims to develop and apply fair trade study programs focusing on the core values of fair trade education. A fair trade learning program with contents and activities appropriate for elementary school level was devised referring to the citizen education textbook of Caritas Korea, which is a translated form of Caritas UK's fair trade studies. Thirdly, the effect of fair trade learning program on elementary school students' consciousness as a global citizenship is analyzed. The following are the results of analyzing the effect of fair trade education on the awareness as a global citizen through action research and both the qualitative and quantitative analysis methods. First of all, through implementing instructions three times, students built a willingness to understand the meaning of fair trade and practice it. Particularly, the changes in the human rights aspect were clear, and it was confirmed that the students' consciousness of the universal value of human beings and sense of participation in solving world problems were improved. Secondly, by exploring the process of fair trade, students became aware of the current unfair trade situation, and gained an interest to broaden their horizons, looking farther and in depth. In other words, interest in world affairs increased, and world-oriented attitudes were cultivated. Third, the significance of fair trade learning lies in fostering global citizenship as well as practicing fair trade. The results of the pre - test and the post - test showed that the students' enthusiasm to practice was improved, and portfolio analysis proved that global correlation was achieved. This study allowed elementary students to naturally participate in classes through a fair trade education curriculum created based on an example of fair trade appropriate for their level. It is expected that this fair trade study will play a positive role in educating elementary students about fair trade, a seemingly difficult concept, and cultivating qualities as a global citizen. Although fair trade is an important factor for us to make relationships in the world and to live in the era of globalization, the extent to which fair trade is dealt with in the curriculum and schools is inadequate. From this study, the possibility of expanding fair trade through organization of fair trade classes at the elementary school level, comprehension of the concept and small actions was discovered. More intensive research should be done to enable students to recognize global connections and cultivate global citizenship consciousness through fair trade education. ，韩语毕业论文，韩语论文范文 |
