My thesis is a study of multi-cultural education programs in Seoul elementary schools, with a focus on how they can be improved and what demands the related groups have. I researched and analyzed the importance of these programs and satisfaction withi...
My thesis is a study of multi-cultural education programs in Seoul elementary schools, with a focus on how they can be improved and what demands the related groups have. I researched and analyzed the importance of these programs and satisfaction within Seoul elementary school teachers, students with multi-cultural backgrounds and their parents. Using these data, I will explore the goals and content of multi-cultural education programs, their operation methods and targets, as well as the categories with particular need for improvement in each area.
In the first chapter, I will explain the objectives of my research and why it is important, and briefly introduce related research conducted in the past. I will also pose two problems as specific guidelines for my research. The first will uncover the current status of multi-cultural education programs: through research and analysis of their goals and content, operation methods and targets, I will investigate the demands that related groups have by dividing the results into categories of maintenance, concentration, low satisfaction and excess. I will also use this information to determine which areas are in particular need of improvement. The second problem is to explore the specific demands of teachers, parents and students, attained through extensive interviews.
The second chapter serves as a theoretical background for my thesis, where I will briefly introduce the history and definition of multi-cultural education in general and in Korea. I will also introduce the Importance Performance Analysis (IPA) method I used to analyze multi-cultural education programs. IPA is a method that allows for simultaneous comparison and analysis of the importance and performance of products and services. Users evaluate the importance of each attribute preceding actual usage, followed by an assessment of performance to achieve a relative measurement. This method evaluates the importance and performance of products and services in two dimensions and divides the results into four categories, allowing for a comprehensible indication of areas in immediate need of improvement and areas where excess investment can be seen. The four categories are divided as follows: products and services in Group 1 are high in both importance and performance (user satisfaction); Group 2 is high in importance but low in performance, requiring immediate improvement and concentrated investment in order to make full use of limited resources; Group 3 is low in both importance and performance, making it an area that does not require immediate attention; and Group 4 is low in importance but high in performance, making it necessary to reconsider the amount of effort used in this area, for this effort may help improve the other areas if used otherwise.
In the third chapter, I will describe the content of my research and the methods used to conduct it. I will provide a detailed description of information regarding those who took part in my surveys and interviews, the questions they were asked to answer and their credibility, and the methods used to analyze their answers. I will also describe my research process, comprising a preliminary survey and main survey, and explain how I gathered the necessary material.
The fourth chapter presents the results of my research. Because performance can only be evaluated after a product or service has been used in the IPA method, it was impossible to gather data from teachers who had no experience with multi-cultural education programs. These teachers were only asked to evaluate importance, and I proceeded to compare the importance assessments of teachers with and without exposure to multi-cultural education programs. The result was that there was no difference between these groups, whether the area in question be the goals and content of these programs, or their operation methods and targets. When the same analysis was applied to teachers, students with multi-cultural backgrounds and their parents, the following areas were indicated as requiring especial attention. Teachers felt a need for improvement in the areas of Korean education, reinforcement of self-identity, adaptation to school life, extracurricular activities both in and outside of school, and awareness of school teachers. Parents felt that emphasis should be placed on bilingual and Korean education, and raising awareness among the entire student population. Students revealed that their only concern was in the area of bilingual education. Extensive interviews showed that the main demands of these groups include reconsideration of self-identity, reinforced bilingual education, expansion of multi-cultural education targets, standardized assistance, and establishment of a practical communication system.
The final chapter summarizes the results of my research and presents its importance and some suggestions for the future. I think my research is significant for two reasons. The first is that I have made clear the problem areas in today's multi-cultural education system through careful research and analysis, providing material that can be used to effectively sort out priorities. Interest in and assistance towards multi-cultural education are continuing to increase, and I hope that my research will contribute to further support. Second, I have posed the importance of educating the majority to breed understanding of minorities. In order for our society to truly become one, it is necessary for everyone to reinforce the concept of multi-cultural identity from medium- and long-term standpoints. Through my research and analysis, I came to understand that emphasizing the adaptation of minorities to society is not enough; identity education including bilingual education must be achieved for minorities, but this cannot be complete without the raised awareness of our society as a whole.
，韩语论文范文，韩语论文 |
