This research has been conducted in an attempt to discuss the attitudes in preparation of a true multi-culture society based on the fundamental meaning of multi-cultural society and education. Furthermore, this research suggests methods of what Korean...
This research has been conducted in an attempt to discuss the attitudes in preparation of a true multi-culture society based on the fundamental meaning of multi-cultural society and education. Furthermore, this research suggests methods of what Korean language education can and must do. This research also suggests teaching methods of reading studies as to develop multi-culture literacy. Multi-culture literacy has been defined as basic requirements of a multi-culture society as to formulate definitions of multi-culture, multi-culture society, and multi-culture education. Furthermore, educational values of multi-culture literacy have been reviewed for preparation of specific alternatives and methods for teaching methods of reading studies for development of multi-culture literacy. Details contents and methods of each chapter and clause are as follows.
Clause A of Chapter II reviews problems of the current multi-culture education system through critical contemplation on the definition of multi-culture society and multi-culture education. The definition of multi-culture society starts from the discussion on the definition of multi-culture and extends to the definition of a true multi-culture society. The definition of multi-culture education corresponds to theological studies in relation to its purpose, fundamentals and contents. Problems of the current multi-culture education system have been identified based on these discussions. Clause B of Chapter 2 defines literacy and multi-culture literacy. The origin and the process of the definition of literacy have been studied with further studies on the values and directions of literacy education in social cultural views. The definition of multi-culture literacy has been reformulated in a different view and its educational values have been specifically discussed in Clause C of Chapter II.
Clause A of Chapter III proposes directions of the multi-culture literacy education. The range, conditions, and effects of multi-culture literacy have been discussed in Clause B of Chapter III. Furthermore, detailed suggestions for types of education have been proposed in consideration to the range, conditions and effects of multi-culture literacy. Clause C of Chapter III constructs the fundamentals of teaching methods for reading studies in multi-culture literacy in which it is classified into three classes according to fundamentals, multi-culture reading project, multi-culture context development, subject-based reading semantic map.
Chapter IV designs teaching methods of reading studies for multi-culture literacy development based on discussions of Chapter III, with its intents.
This chapter proposes the general purpose of this research with the purpose of suggesting teaching methods of reading studies for development of multi-culture literacy.
，韩语论文范文，韩语论文 |
