창원시 일본어평생교육의 현황과 문제점
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A community is a place for public life of the local residents, at the same time a place for education. Especially since 1990s localization of the lifelong education and realization of the educational society have been emphasized. The city of Changwon also has been running a Social education center and continuing Japanese program as a part of it. Study of Japanese is lifelong study different from the one of other skill or knowledge. If an education community can be established through Japanese education, it can be a place for improved culture and communication of the highly educated youngsters and city community in high quality can come true. But Japanese education so far has been operated by the individual organizations with no correlations between them. Therefore there have been many dropout with many aspects needed to be improved. The purpose of this study is to establish Japanese as the study subject, examine the problem of the Japanese lifelong education, and search for the possibility of Japanese study community development. To achieve this purpose of the study, questions as follows were composed. First, What is the current status of the Japanese education in Changwon? Second, What kind of problems does the education in Changwon have? What are the measures for improvement of Japanese-education in Changwon? In-depth analysis of the current status has been implemented by interviewing 18 instructors in 14 institutions. To analyze learners characteristics and desire, survey was performed to the subject of 461 learners in 11 institutions. The total number of respondent was 284. In understanding the data, cross analysis with x2 from SPSS program to identify the percentage and the difference between the institutions. As a result of this study, several characteristics has been extracted from Japanese education in Changwon. Lifelong educational institutions and vocational training centers attached to the universities are large scaled and have variety of learners such as housewives, workers, and students. The motives of learning were to escape from the ordinary life, to aspire learning, and to start learning. Public facilities are middle sized, with civic organizations in small size, and the learners are housewives. The motive of the learning are mainly to escape from the ordinary life, but in comparison with other organizations, the learners showed more aspiration for learning, close membership, and continual learning. Satisfaction of the learning and the evaluation were affirmative and the progress of the learning was efficient. Training centers had workers as their subject, and the efficiency of the Japanese education was high with its durability of learning. Language institutes attached to the universities and private institutes are small scaled and have variety of learners with major motives of pursuit of personal purpose. Otherwise the durability of the learning was relatively short. It is important to supplement the deficiency and get the best out of each institution, and to offer the learners the opportunities of learning. But there have been no correlations between the organizations, nor between the instructors. Therefore the following six reform measures can be suggested. Firstly, Education network should be established connecting the organizations. Secondly, Instructors should communicate with each other and constitute a network. Thirdly, Japanese lifelong study should focus not only on the language learning but also on the understanding and interaction of the culture. Fourthly, Japanese lifelong instruction should also focus more on practical contents like culture. Therefore it has to be oriented to the conversation and be related to interaction between the Korean and Japanese culture. Fifthly, both of the instructors and the learners should understand the method of the lifelong education, thus compose the stage of efficient education. The instructor should help the learners acquire motives, change in attitude and view, and establish their own senses of values as well as acquire knowledge. Sixthly, with utilization of the 23 social education centers in each dongs in Changwon, small-sized study group can be organized and continue activities of study. And through the communications between them, education network can be available in Changwon city, which can be called realization of the education community. On the basis of this community, Korean- Japanese interaction can be activated, and application this to other programs can help the local community be internationalized. Finally, Changwon can be a place where highly-educated people can get mixed. And by overcoming the lack of network, it can stimulate the new communities and localization of lifelong education.