The purpose of this study is to investigate the various factors that can affect to ‘2012 KSL(Korean as a second language) curriculum’, which is targeted for students with a multicultural background by the ministry of Education when it is implement... The purpose of this study is to investigate the various factors that can affect to ‘2012 KSL(Korean as a second language) curriculum’, which is targeted for students with a multicultural background by the ministry of Education when it is implemented in schools. Based on the results, practical suggestions can be proposed to the national KSL curriculum so that it can be improved further as a valid curriculum. In order to understand the current aspect of national KSL curriculum for students with a multicultural background, the action research was implemented in Busan Internationl High School. The implementation factors in this study were ‘curriculum, textbook, teachers, and the environmental factors in which students are included.’ For the curriculum and the textbook, documentary research was carried out and for teachers and students, surveys and interviews were conducted. The result of the action research is as follows. First, although the curriculum didn't have a problem in the content level at large, problems existed in the specific achievement standard, such as an obscurity for giving a shape in class and inappropriate level for student of that level. Second, the textbook didn't reflect the curriculum properly. During the Publication, there was an influence by the textbook authors and the lesson objectives were weighted towards ‘speaking’ skills. Third, the teachers did not comprehend the contents of the curriculum in detail and they were not guided into how to effectively running the curriculum. Fourth, the inside and outside environments of the school surrounding the teachers and students were not appropriate for achieving the curriculum. The opportunities for training workshops about the curriculum were not sufficient for the Korean language instructors. Also, the financial and institutional settings were not stable because of the frequent change of the principle once in two or three years. Also, the students recognized that they learned grammar skills, rather than the achievement standard of the curriculum. Based on the results, this study proposes suggestions for further development of KSL curriculum as follows. First, the assessment should be planned as if it can reify the achievement standard in schools. Also, the assessment should be revised consistently, reflecting the teachers’ opinions. Moreover, it is required to reconsider the content and necessity of Academic Korean Language Proficiency. Second, institutional strategies should be provided so that the textbook can fully reflect the curriculum and the teachers can actively participate in this curriculum. Third, systems for improving teachers’ professionalism should be complemented. Moreover, teachers’ conference should be activated so that they can discuss the curriculum at the school’s level. Fourth, a program that can identify the level and interest of students should be developed so appropriate curriculum which fits to students’ level, interest, and aim of learning could be carried out. In addition, discussions of various learning methods are needed so that students can fulfill not grammar skills, but achievement standard. Also, there should be sufficient training workshops about the curriculum for Korean language instructors and the overall educational plans at schools should be established and operated in the long term. Finally, for KSL curriculum turning into the national curriculum, a plenty of action researches should be conducted continuously so the practical demands and needs at schools can affect to the establishment of the curriculum.
우리나라 교육과정의 변천사를 살펴보면 국가수준 교육과정인 ‘계획적이고 의도된’ 교육과정은 많은 변화가 있었지만 실제 학교 현장에서는 그 의도가 제대로 실현되지 못하였다. 이런 ... 우리나라 교육과정의 변천사를 살펴보면 국가수준 교육과정인 ‘계획적이고 의도된’ 교육과정은 많은 변화가 있었지만 실제 학교 현장에서는 그 의도가 제대로 실현되지 못하였다. 이런 의도된 교육과정과 실현된 교육과정 사이의 격차는 여러 연구에서 우리나라 교육과정 실행의 근본적인 문제로 지적되어 왔다. 의도된 교육과정이 학생수준의 경험된 교육과정이 되기 위해서는 교육과정의 실행이 중요한 역할을 해야 한다. 때문에 본 연구에서는 한국어과 교육과정의 실행 요인들을 밝히고, 교육과정과 교재분석, 수업관찰, 면담 등을 통해 각 요인들이 작용하는 양상을 분석하였다. 그 결과를 바탕으로 한국어 교육과정의 성취 수준을 비롯한 운용과 평가 방안의 개선방안을 제시해 보았다. ，免费韩语论文，韩语论文题目 |
