Culture is a way of life and it is something one cannot detach from a man's life. Also, culture as a concept and a scope is vastly varied. Among them, value-culture is an essense of culture and forms itself around core values. Such value system is ver... Culture is a way of life and it is something one cannot detach from a man's life. Also, culture as a concept and a scope is vastly varied. Among them, value-culture is an essense of culture and forms itself around core values. Such value system is very difficult to learn as it is invisible and changes over time. However, since value system is an essence of value-culture and a quintessence of culture, its education is indispensable.Meanwhile, selecting the culture textbook which allows the cultural education is very important. This is because textbook is a resource that explicitly shows the educational contents in the field of cultural education field. This article analysed the value systems of the themes represented in the textbooks, in order for the value culture education to function rightly through textbook. Such work aims to see what kind of value system the current textbooks reflect. Furthermore, it can suggest a path for the current culture textbooks to better represent the Korean value system. Therefore the article reviewed several theories that discusses value-culture as a domain of culture. It first introduced culture theory and culture categorization criteria of Hofstede, Hall and Trompenaars, respectively. In addition, by reorganizing the three scholars' categorization of value system according to the same concept, I examined their merits and demerits. As a result, this article selected Hofstede's value system categorization to categorize and analyze the value system represented in the themes of Korean culture textbooks. His categorization of cultures encompasses the other two scholars' concepts of cultural classification, and reveals in detail the corresponding features of each. This is because it can accurately disclose the values, way of thinking, and mindset. This also revised the names of the categorization standard according to the concepts expressed in the features of the home, school, work, country, society, and ideology of each cultural sphere that Hofstede classified. This is to make it easier to analyze the Korean value system. After reviewing the conditions and changes of values in Korean society, the existing values were reclassified. To this end, this relied on "A research on Korean consciousness and value in 2013" . In order to understand the value system of Korea, cultural value system categorization was applied. Base on the value system category, the existing value system of Korea was examined in relation to the Confucianism which influenced us the most. This also studied the modern Korean value system by researching on the features of the value systems in the same category. As a result, I was able to notice that many existing value systems in Korea are changing completely. The fact that the strong collectivism in Korea still remains could be confirmed. However, the study showed that the rest of the value systems are going in the opposite direction. To summarize, it could be said that modern Korean society is in a transition period in which the various value systems of Koreans are changing. In addition, the keywords shown in the Korean culture textbooks were classified according to the value system. For this purpose, I studied in which cultural category the keywords wih value system frequently appear. I also examined the frequency of occurrence of keywords with value system in the textbooks, and whether the characteristics of value system addressed in chapter 3 are introduced or not. Thus, this classified the themes in collectivism-individualism, authoritarianism-egalitarianism, competitiveness-mutual respect, uncertainty avoidan ce-uncertainty receptivity, environment adaptibility-environment utilization, and desire restainability-desire expression. Additionally, the examined whether the prominent themes in the textbooks which include each value systems, and the changed value system of Korean which were covered in Chapter 3 are well reflected or not. The also suggested a rank of keywords for each value system that should appear in the future textbooks. This was accomplished by assigning the keywords of each value system to each cultural items of International Korean standard model. This way, the analyzed and categorized the keywords in the Korean cultural textbooks, and presented a new direction for future themes. This is a grounding work that will enable Korean value-culture education to be done properly. This work can be of reference when selecting the themes and contents for Korean cultural textbooks. This work is objective as its analysis of the reality of Korea is based on the empirical data, and it is also novel as the theme categorization through the value system is a new attempt. However, there were certain limitations as well. First, the number of selected textbooks is only 14, which is very small. Also, the on the value of Koreans is not a recent data. The point that the existing value system of Korea was considered as the center of 'Confucianism' is also a problem. Lastly, the greatest limitation is that the article did not cover all the themes in the cultural textbooks using Hofstede’s cultural value system categorization. As a result, Hofstede’s categorization criteria are organized systematically covering the contents of other cultural categories, but it could be said that they were inappropriate to analyze Korean value system. There is a need to add categories that will enable a more detailed analysis of Korean value system. I hope that these points will be covered in the future research. ，韩语论文题目，韩语论文题目 |
