<ABSTRACT>
A Study on Plans for Cooperative Learning
Based Korean Education
-With a focus on the education of Tourism interpretation guide in China-
Yoon, Soo Yeon
Department of Global Korean Studies
Graduate School of Culture Cre...
<ABSTRACT>
A Study on Plans for Cooperative Learning
Based Korean Education
-With a focus on the education of Tourism interpretation guide in China-
Yoon, Soo Yeon
Department of Global Korean Studies
Graduate School of Culture Creation
Kyung Hee Cyber University
The purposes of this study were to examine the current state of Korean education for tourism interpretation to bring up Korean tourism interpretation guides at community colleges in China, analyze the related teaching materials, and propose plans for cooperative learning-based, learner-centric Korean education for tourism interpretation.
Since the establishment of diplomatic relations between South Korea and China, exchanges between the two nations have been on the rise. Tourism has become one of the most important means of friendly exchanges between them. It is, however, the reality that Korean tourism interpretation guides have not satisfied the Korean tourism market in terms of number and level.
It is essential that Korean tourism interpretation guides, who are dealing with Korean people in many of their works, should have the ability of communicating vocally and receive education on job-related expertise to increase the quality of job performance. The old practice of Korean education for tourism interpretation in China, however, has exhibited shortcomings to achieve the ultimate goals of Korean education for tourism interpretation since it has focused more on the acquisition of expertise than the improvement of communication skills in terms of educational content and provided traditional teacher-centric lessons in terms of teaching methods.
Based on the premise that two aspects of communication skills and job-related knowledge should develop in balance in Korean education for tourism interpretation, the present study set out to design a learner-centric teaching and learning plan. It also aimed to propose specific teaching and learning plans to promote the communication skills in Korean and teach job-related knowledge effectively by making use of cooperative learning to allow for significant social interactions with various individuals.
The study was conducted in the following procedures:
Chapter 1 set the objectives, reviewed previous studies on Korean for tourism interpretation, and covered the research directions, subjects, and methods based on the results.
Chapter 2 examined Korean education for tourism interpretation and cooperative learning theories for a theoretical background and also the concept and educational content of Korean for tourism interpretation in Korean education. Korean for tourism interpretation is needed to perform the duties of tourism interpretation and further divided into the goal of bringing up Korean tourism interpreters according to the objects and purposes of study, the goal of training to dispatch graduates to the field after the completion of education, and the goal of reeducation for incumbent tourism interpretation guides. The chapter also presented educational content by considering the roles of tourism interpretation guides and the characteristics of Korean for tourism interpretation, as well as discussed the fundamental principles needed to design a cooperative learning-based lesson by examining the concept of cooperative learning and the components of a lesson to utilize cooperative learning in Korean education for tourism interpretation.
Chapter 3 examined the current state of Korean education for tourism interpretation at community colleges in China and found that Korean education for tourism interpretation was currently provided for Korean majors and tourism-related majors. Korean education for Korean education majors covered Korean education targeting various occupations to promote employments and careers, which indicates that Korean education for tourism interpretation in China still needs a lot of improvement in terms of quality. The chapter also analyzed teaching materials for Korean for tourism interpretation in terms of topic and situation, grammar and expression, and learning activity, thus examining the teaching and learning situations of China even indirectly.
Based on the discussions of Chapters 2 and 3, Chapter 4 examined the lesson principles, procedures, and composition of Korean education for tourism interpretation making use of cooperative learning and selected a cooperative learning model applicable to Korean education for tourism interpretation based on the results.
By using the simulation model, SDM model, and Co-op Co-op model, Chapter 5 designed a specific educational plan and proposed a teaching and learning instructional plan.
The study implemented cooperative learning-based, learner-centric lessons in Korean education for tourism interpretation in China, which had been teacher-centric, and proposed specific educational plans and teaching and learning instructional plans. The study will hopefully contribute to follow-up study on Korean education for tourism interpretation and be followed by new ongoing researches on Korean education for tourism interpretation.
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