중학교 국어 교과서에 수록된 다문화 제재 연구
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This study considered curriculum and textbooks to examine how multi-cultural education has been having in Korean language education. Korean society has been changing into multi-cultural society to live by mingling with various ethnic groups, cultures and languages due to increase of international marriage, migrant workers and North Korean defectors etc. These changes had an effect on development of curriculum and textbook by drawing the necessity of multi-cultural education. In this situation, it is considered to examine the current multi-cultural education is received properly, so it was analyzed the curriculum and textbook is reflecting multi-cultural elements which are proper for the multi-cultural society. It was made an effort to give help to develop Korean language textbooks which are proper fur the multi-cultural society in the future by investigating problems of current multi-cultural education and suggesting improvement plan on the basis of these. The contents covered in each chapter are as follows: In Chapter II, it was examined multi-cultural educational elements reflected in the curriculum. Through the general introduction of 2007 Curriculum, it was investigated the reflection of multi-cultural education and its tendency, and it was extracted the contents which could be used as the multi-cultural education in the achievement standard of details of the ninth grade. In addition, through the introduction of 2009 revised curriculum, it was investigated the reflection of multi-cultural education and its tendency and it was examined by extracting the contents which was related to multi-cultural education directly or could be used indirectly in the details per grade band of Korean Language Curriculum – [the first to third grade band of middle school]. In Chapter III, it was studied the multi-cultural materials included in Korean language textbooks of middle school reflected the curriculum in Chapter II. First, it was investigated the direction to use multi-cultural materials through the standard to select materials appeared in the standard to write Korean subject, and it was categorized per area by searching multi-cultural materials included in 48 textbooks for the third grade of middle school applied 2007 Curriculum and 56 Korean language textbooks for the first and the second grades of middle school applied 2209 Revised Curriculum. The multi-cultural materials in the areas of listening and speaking were four: it was led learners to perceive the multi-cultural aspect and confliction in Korean society through 'Hello! Mr. Kyle', the In-depth Report of TV, 'Dreams of 2% of Korea', 'Every Place Is My Hometown', and musical . The multi-cultural materials in the area of reading were two: it insisted the future-oriented assignments and methods for proper multi-cultural society and problems of multi-cultural society through a column 'The Emigrants and the Indigenous People' and a rhetorical writing 'the World to Live Together and the Culture to Share'. The multi-cultural materials included in the area of writing were four: it was suggested to sympathize with the conflicts of children of multi-cultural families and comprehend it through public service advertisement and , the main character of peer age group with the middle school students. The multi-cultural materials in the area of grammar were included in three kinds of textbooks but only one can learn about 'North Korean defectors' which is the multi-cultural situations and the other two suggested multi-cultural terms only, so the overall perception toward multi-cultural society was not enough. The multi-cultural materials in the area of literature are four: it was possible to learn multi-cultural aspects in Korea through a poem and a scenario . On the basis of this, in Chapter IV, it was pointed the problems of current multi-cultural education and suggested the direction to improve. It shows that the rate was absolutely small for only 17 textbooks included multi-cultural materials among total 104 Korean language textbooks in middle school, and it was pointed that the proportion of the materials were not included evenly per area. In addition, most of multi-cultural materials included in the textbooks show realities and conflicts of multi-cultural families through international marriages, so it was difficult to ask learners to have broader understanding of multi-cultural society and it was apprehensive to have a sympathetic perspective to help multi-cultural families. Therefore, it is required to make an effort to include multi-cultural materials in balance per area and it should be include by widening the category of themes and topics which can embrace various multi-cultural phenomena. As for the current school classes, students of multi-cultural families and students of general families are studying together. Therefore, multi-cultural materials included in the textbooks should consider multi-cultural environment of learners and should be comprised of materials and learning activities which students can learn by integrating without boundary. Lastly, it is expected that this study would contribute to multi-cultural education in Korea and the studies on Korean language textbooks which are appropriate to the multi-cultural society in the future would be created and established continuously.