The number of students attending elementary, middle and high school in Korea with multicultural background is 82,536 as of 2015, which is 1.35 percent of the total number of students. Compared to students not in this group, they have a higher rate of ... The number of students attending elementary, middle and high school in Korea with multicultural background is 82,536 as of 2015, which is 1.35 percent of the total number of students. Compared to students not in this group, they have a higher rate of suspending their study and the main reason for their suspension is difficulties with studying the Korean language and other school curriculum. The primary demand by these students is Korean language education. In conjunction with this demand, the Ministry of Education and Science Technology announced the Education Advancement Plan for Multicultural Student in 2012. The plan enabled the operation of prep schools, introduced the Korean as a Second Language (KSL), developed and operated a Korean language curriculum for elementary, middle and high school, and propagated the Korean language standard textbook and diagnostic tool (TOPIC for students). Students with multicultural background (here on after referred to as ‘multicultural students’) would enter a multicultural prep school and learn the Korean language per the ‘Korean Language’ curriculum for a certain period and then return to their normal school and study the ‘Korean’ curriculum with other students. Thus the ‘Korean’ ability becomes a major factor in succeeding in other studies. This research examines whether the ‘Korean Language’ curriculum studied by ‘multicultural students’ at prep school actually helps ‘multicultural students’ when they study ‘Korean’ with other students after they return to their normal school and whether there could be other improvements. In doing so, the ‘Korean’ curriculum from the 2015 Revised National Curriculum announced in September 2015 and the ‘Korean Language’ curriculum were compared and analyzed. Also, this research proposes how improving the current ‘Korean Language’ curriculum could help ‘multicultural students’ with efficiently adapt to the ‘Korean’ curriculum. The middle school ‘Korean’ curriculum and the ‘Korean Language’ curriculum were the first to be compared. From a characteristic and objective perspective, the ‘Korean Language’ curriculum is found to lack the ability to later adapt to the ‘Korean’ curriculum and cultivate the capability to communicate in Korean. Especially, nothing is mentioned about the core capability that is emphasized in the 2015 Revised National Curriculum. The second comparison was between the content system and the achievement standard. Content element in the ‘Korean’ curriculum is clearly suggested but not in the ‘Korean Language’ curriculum. The achievement standard is clearly and specifically suggested per subject area for the ‘Korean’ curriculum. However for the ‘Korean Language’ curriculum, the content system was poor and failed to clearly differentiate Korean as a basic study tool and Korean as a tool to adapt to the subject. When stating the achievement standard, the ‘Korean Language’ curriculum was able to classify six levels based on proficiency but lacked in terms of adapting to the ‘Korean’ curriculum. The third comparison was between evaluation and teaching & studying. The ‘Korean’ curriculum describes in detail the teaching method and process of each study elements per subject area and suggests in detail various evaluation methods to foster talents that fuse creativity and future core capability. However in the ‘Korean Language’ curriculum, the teaching & studying method suggested is comparatively simple and brief and the various performance evaluation and process evaluation mentioned are suggested in a very simple and brief manner. In suggesting an improvement to the middle school ‘Korean Language’ curriculum in adapting to the ‘Korean’ curriculum, information on the core capability that is considered important in the 2015 Revised National Curriculum must be mentioned and Korean language ability as a basic study tool to study all the subjects and as an adaptation to individual study should be separately suggested. Second, the content system should be taught using the core contents selected within the level based accomplishment standard. Also, the content system should include contents that are needed by ‘multicultural students’ in their school study and in their school life. The level based accomplishment standard should clearly and in detail suggest a basic understanding of the language used in the classroom and a statement of comprehensive accomplishment standard. In terms of verbal material, content related with adapting to the school life should be included in the everyday ‘Korean Language’ area. Verbal material for Korean used in studying subjects should be subdivided in detail and suggested separately as a teaching tool and as a mean for adapting to each individual subjects. Also, verbal material related with culture, which is one of the objectives within the ‘Korean Language’ curriculum, should be included. Finally in terms of teaching, study methods and assessments, teachingand study methods should be stated in detail and specifically and content related with character and culture should be included. Also, teaching and study methods that cultivate core capability should be suggested. In addition, teaching and studying method should be suggested for Korean as a basic teaching tool and Korean as a subject adaptation tool when teaching Korean. Evaluation should be conducted using the ‘curriculum –teaching – evaluation’ model and a detailed method of evaluation should be suggested. Also, methods that emphasize performance evaluation and formative evaluation, teaching linked evaluation, and practical life linked evaluation should be suggested. The limitations to this research are that it is a research that is centered on the general statement and the formal aspect of the comparison, analysis and improvement of the ‘Korean Language’ curriculum for the p ，韩语论文，韩语论文题目 |
