(A) Study on the teaching method of Korean culture for the immigrant youth: Based on blended learning environment
This study begins with the thought how to teach the immigrant youth Korean culture living to adapt to Korean society more effectively....
(A) Study on the teaching method of Korean culture for the immigrant youth: Based on blended learning environment
This study begins with the thought how to teach the immigrant youth Korean culture living to adapt to Korean society more effectively. This researcher want them who grew up without experiencing Korean language and culture to be ‘Salad Bawl Model’ rather than ‘Melting Pot Model’. To do this, the study is to present the teaching method of Korean culture using blended learning for the immigrant youth. Korean education applying blended learning using an online and offline mixed approach makes the teaching skills of teachers expand in the desired direction through several various teaching media in the current Korean education as well as give an opportunity of effective education to learners who can’t learn Korean language due to their space and time constraints, if it’s better utilized as a thorough teaching strategy, it will bring the synergy of education coexisting with Korean culture classes for the immigrant youth in the classroom.
The following were findings so far to achieve the above objective.
Chapter 1 described the need for Koran culture education for the immigrant youth. In addition, it found out implications of developing the teaching method of Korean culture for the immigrant youth through previous studies on Korean culture, its blended learning.
Chapter 2 suggested theoretical background to support the flow of thesis. It first investigated the status and characteristics of the immigrant youth. It also examined the problems depending on their characteristics. Moreover, it expressed the reason why Korean language and culture were needed. It
looked at bilingual language education and presented the need for it for the immigrant youth.
Chapter 3 discussed the relationship in the usage between Korean culture education and blended learning and described educational effects. The contents can be summarized as follows.
First, learners can search for and share a variety of information.
Second, it’s possible to interact lively between learners.
Third, it’s possible to learn ‘when, where’ transcending time and space.
Fourth, it’s easy to receive teachers’ coaching and advice.
In the Chapter 4, findings that surveys and in-depth interviews were conducted targeting Korean lecturers can be comprehensively summarized as follows to find the plans and subject of Korean culture education.
First, it’s always necessary to have Korean culture for the immigrant youth.
Second, the educational perspective of the immigrant youth include both foreigners with a purpose of learning and multi-cultural families’ students.
Third, the language skills of teachers have an effect on the understanding of learners’ Korean culture education.
Fourth, for the process of Koran cultural education, classes are being conducted through media use and communication with students in the
current education.
.Fifth, the problems of Korean culture education are the immigrant youth don’t know Korean language well, there is lack of the data on Korean culture, which do not include part of the culture in the curriculum, and its educational agendas and materials are not ready. Through this, Korean culture classes were done but some lesson hours were assigned so they had the brief introduction degree of Korean culture in each educational institution and it was found there was lack of educational agendas and materials.
Sixth, cultural items Korean teachers should educate to the highest priority were ‘everyday culture’, followed by ‘language and culture’, ‘peer culture’, ‘literature’. Thus, a teaching and learning model was proposed based on teachers’ needs. Th class model used blended learning connected with the classroom and online community. This is a method of increasing students’class participation utilizing a variety of materials and media and leading to learning at home beyond the classroom, beyond the cultural education scheme being conducted in a way of the simple teaching with a text-based material in an existing classroom. In addition, in the case of the classroom, we introduced the teaching method of complementing the disadvantage with the current textbooks, presenting additional visual materials and increasing learners’ participation and made learners improve their understanding of Korean culture.
The immigrant youth have faced complaints of adapting to school life and learning as well as strange Korean society. We identified the problems of classes through Korean lecturers teaching Korean culture, and checked cultural education items that should be made a priority. Based on this, we can find the significance of the research in that the cultural classes were made as blended learning.
，韩语论文，韩语毕业论文 |
