우즈베키스탄 타슈켄트 한국교육원의 설립과 활동(1992~1994)

박환 한국민족운동사학회 2018 한국민족운동사연구 Vol.0 No.94

The Korean Education Center was first established on May 27, 1992 inside the State Museum of Arts of the Republic of Uzbekistan which is located at 16 Proletarskaya Street, Tashkent City. The first Principal of the Education Center was Ahn Jae-sik, a school commissioner from the Ministry of Education. The initial Education Center was opened in the basement, and was divided into the principal’s office, a secretarial room, a teachers’ room, and lecture halls. There were not many windows and the surrounding environment was poor. About a year later, the Korean Education Center moved to another place. In May 1992, Ahn Jae-sik established the Korean Education Center in Tashkent (his tenure as principal: May 1992–September 1994) and conducted the first workshop for the Korean language teachers on September 19, 1992 in accordance with the purpose of the Korean Education Center. This workshop can be regarded as having an important meaning in terms of teacher training conducted by Korea Education Center in Uzbekistan for the first time. The impressive images of the time are well kept in the albums of the Korean Education Center. In addition, on March 16, 1993, a conference on Korean language teachers was held at The Kim Byeong-hwa Kolkhoz. And on March 23 of the same year, the 2nd National Korean Language Teacher Training Seminar 1993 was held at Politogel School, followed by the Korean Language Education Personnel Training Seminar which was held from July 12th to 24th of the same year. The instructors were dispatched from Korea. In the winter of the same year, the Center conducted a winter training for secondary teachers. In 1994, Park Ki-sun was appointed as Vice Principal, and the teacher training in the first half of 1994 was conducted for six months. In addition, the Center conducted various events in 1994. First of all, they started monthly lectures on longevity for the elderly. And 260 schools in Tashkent held Korean language school seminars and contests. They also held a night of Korean students in Uzbekistan and a night of Korean culture celebrating the second anniversary of the Education Center in order to strengthen the solidarity between Korean students and the Center. On the other hand, the Korean Education Center financially sponsored other Korean language schools in Uzbekistan. In January 1993, the total number of Korean schools was 55. Among them, the number of junior secondary Korean language school was 31, a majority. In the case of Tashkent State, there were 23 of junior secondary schools followed by nine schools in Tashkent City and one school in Samarkand de Jua City. Therefore, it is clear that Tashkent area had the most of schools. Through the basic development of the 1990s, the Korean Education Center in Tashkent, Uzbekistan is now regarded as one of the most actively operated educational institutes in the world. 한국교육원은 1992년 5월 27일 타슈켄트시, 프롤레타르스카야가 16번지, 우즈베키스탄 국립미술관 건물 내부에 설치되었다. 초대 교육원장은 교육부 장학관 안재식이었다. 초기 교육원은 지하실에 개설되었으며, 원장실, 비서실, 교사실 및 강의실 등으로 나누어져 있었다. 창문도 별로 없고 주변 환경은 열악한 편이었다. 이에 1년 정도 있다가 한국교육원은 딴 곳으로 이전하였다. 1992년 5월에 타슈켄트 한국교육원을 개설한 안재식(원장 재임기간 1992.5~1994.9)은 한국교육원의 취지와 목적을 위해 1차적으로 한국어교원연수를 1992년 9월 19일 처음으로 실시하였다. 이 연수회는 우즈베키스탄에서 한국교육원이 최초로 실시한 교원연수라는 측면에서 중요한 의미를 갖는 것이라고 볼 수 있다. 당시의 감동적인 모습들은 한국교육원의 앨범에 차곡차곡 잘 정리되어 있다. 아울러 1993년 3월 16일에는 김병화 콜호즈에서 한글교사관련회의를 개최하였다. 그리고 동년 3월 23일에는 뽈리토젤 학교에서 93년도 제2차 한국어교육자 전국연수회를 실시하였고, 동년 7월 12일부터 24일까지 한국어교육담당자 연수회를 실시하였다. 이때 강사는 한국에서 파견되었다. 그리고 동년 겨울에는 중등교원 동계 연수를 실시하였다. 1994년에는 부원장으로 박기선이 부임하여 활동하였으며, 1994년 전반기 교원연수는 6개월 과정으로 진행되었다. 또한 교육원에서는 1994년 행사들을 보다 다양하게 실시하였다. 우선 노인들을 대상으로 사랑방교실 월례강좌를 실시하였다. 그리고 타슈켄트 260학교에서는 한글학교 세미나 및 경연대회를 개최하였다. 아울러 재우즈베키스탄 한국유학생의 밤 및 개원 2주년기념 한국문화의 밤 등도 개최하여 유학생과 교육원의 유대 또한 공고히 하고자 하였다. 한편 한국교육원에서는 우즈베키스탄에 있는 한글학교들을 재정적으로 후원하였다. 1993년 1월 당시 한글학교 총수는 55개교였다. 그 가운데 중학교 한글학교는 31개교로서 다수를 차지하고 있다. 그 중 타슈켄트주의 경우, 23개로 다수를 차지하고 있다. 그 다음으로는 타슈켄트시 9개교, 사마르칸트 드주아시 1개교 등이다. 타슈켄트 지역이 거의 대부분을 차지하고 있음을 알 수 있다.

외국인을 위한 한국 문학교육의 한 방법 -해외 한국 문학교육의 사례를 중심으로-

하채현 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.3

This study is for what the way a Korean literature education for foreigner. Particularity, it is demonstrates to students majoring in Korean studies a method of educating Korean literature with an example. The first, this study begin to ask for why a literature education selected same time contents all of the literature works. To selected same time for education contents can not show to the student an outline korean literature. Korean literature aims between a language education and a culture education. So Korean literature education need to present many literature works. And then it is that can be a networkness of the education. For the point of the argument, this paper show a syllabus of the point of view a historical literature. And it examines the 「Gujija」 to teach for the senior in Vietnam Hochiminh University. It is appropriate that literature introduce a work of concretion because of literature emotion, sentiment. Literature teaching method should be seen within the historical context of education. And Korean literature for foreigner has to teaching in point of view a comparative literature. When we teach that, can know to an effect to teach for the history of Korean literature because of introduce for a representative Korean literature works. It can be the effective way for "Oversea Korean Literature Education".

일반논문 : 국어교육과 한국어교육의 소통

원진숙 ( Jin Sook Won ) 한국어교육학회(구 한국국어교육연구학회) 2015 국어교육 Vol.0 No.151

In the past decade, Korean as a Foreign Language Education received increasing attention in Korean Language Education field due to two major factors: the rapid increase of culturally and linguistically diverse students in Korea, and the introduction of the 2012 National KSL(Korean as a Second Language) Curriculum. Naturally, Korean as a Foreign Language Education is distinguished from Korean Language Education concerning its purpose, content, and methods of education. Nonetheless, they also share a common factor in that they both teach the same language, Korean. So this study shall organize the relationship of these two fields by focusing on their academic adjacency and differences. Specifically, this study is based on the analysis of research results over the past decade, which are based on culturally and linguistically diverse students within the domain of Korean language education. Therefore, examining the connections between Korean Language Education and Korean as a Foreign Language Education was possible. Using the academic research information service(http://www.riss.kr), we analyzed various theses and papers on Korean Language Education in a meta-volume statistics mechanism. Through this, we identified that research based on Korean as a Foreign Language Education are showing numerous outcomes within the realm of Korean Language Education. Looking at these results in their respective themes, it was clear that research took place in this very order: teaching methodology research > contents based research > policy and situation related research. Here, an interesting discovery was that the teaching methodology research were more stressed than contents based research. This is because the cultivation of a ‘KSL Education system’ for culturally and linguistically diverse students was an urgent problem that needed to be addressed. These research studies on teaching methodology related reseach mainly emphasizes building a KSL system that supports language education for multicultural students inside the public school. Some examples of this emphasis are studies on the KSL(Korean as a Second Language) Curriculum, the development of standard KSL textbooks, the activation of KSL education programs, and training programs to enhance teachers’ competence. On the other hand, contents based research field which is the base of KSL Education, lacked in research results and appeared to be in an imbalanced state. In this regard, active interaction with the field of Korean as a Foreign Language Education, which has a relatively higher research capacity is definitely required. In addition, this study suggests that Korean Language Education and Korean as a Foreign Language Education must overcome their academic boundaries and join hands in concerning KSL education, thus bringing mutual development in both fields.

한국어 학습자 대상 한글 맞춤법 교육 방안

박지순 ( Park Jisoon ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

In this study, the Korean language norms were considered to be within the minimum range of norms in Korean language education because they are the norms that Korean speakers should follow in their language lives. In particular, Korean orthography must be treated as an educational content in Korean language education, but it is not appropriate to educate Hangul orthography as an independent area as in education for Korean native speakers. Since Korean orthography is based on basic grammar principles, Korean language education needs to integrate the principles of Korean orthography, especially in the grammar area. In this study, we explored the direction of Korean spelling education, referencing specific examples of how Korean orthography items should be reflected in Korean language education. Considerations for integrating Korean orthography into Korean grammar education are as follows. First, Korean learners learn written language simultaneously without fully knowledge and ability of spoken language, so they need to understand the difference between spoken and written languages. Second, Korean learners lack intuition in spoken language and lack problem-solving power in the use of written language, so if necessary, the principles of Hangul orthography should be given as reference information to enhance understanding and production. Third, native speakers have difficulty in writing what they already know how to speak of, Korean learners are likely to have difficulty speaking the written language, so it supposed to be focused to teach and learn how to speak written language.

한국어교육에서의 한류 관련 연구 동향 분석

김현주 전남대학교 한국어문학연구소 2024 전남대학교 한국어문학연구소 학술지 어문논총 Vol.- No.44

The purpose of this study is to examine trends in Korean Wave-related research in Korean language education and to seek future directions for Korean Wave research in Korean language education. For this purpose, 149 academic papers from registered (candidate) journals dealing with Korean Wave-related topics in Korean language education were set as research subjects. The research trends related to the Korean Wave in Korean language education were analyzed by largely dividing them into trends by year and trends by topic. Trends by research topic were examined by classifying them into specific areas of general Korean language education, Korean language education content studies, and Korean language education pedagogy. Research on the Korean Wave in Korean language education has shown a steady increase over the past twenty years, starting with a total of three studies in 2005. In the thematic area, the most research(82 studies, 55%) was conducted on pedagogy, while only nine studies(6%) were related to content studies. Based on the results of the analysis so far, future tasks for Korean Wave-related research in Korean language education may be suggested as follows. First, research on the Korean Wave should be actively conducted in terms of the content of Korean language education. Second, encouragement is needed for Korean language learners who started learning Korean with interest in the Korean Wave and curiosity about Korean culture to become continuous Korean language learners. Third, the scope of Korean Wave-related research and education in Korean language education must be expanded to include Korean studies to develop the academic field. Lastly, individual research tailored to various countries and cultures is needed. The results of this study have significance as a study to suggest directions for the development of Korean Wave-related research and education in future Korean language education.

어휘를 활용한 한국 문화의 교육 내용에 관한 연구

구본관 국제한국어교육문화재단 2017 국제한국어교육 Vol.3 No.2

International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the International Journal of Korean Language Education 3(2), 203-232. Languages are a subcategory of culture and become a means of understanding culture. Since languages are closely related to culture as such, culture education should be considered when educating languages. This paper is a discussion intended to prepare the contents of culture education in Korean language education through languages, in particular, through vocabularies. In this paper, the relationship between culture and vocabularies and the necessity of culture education through vocabularies were mentioned. Thereafter, attempts were made to present the contents of Korean language culture education through vocabularies. The vocabularies of Korean language are divided into native words, Sino-Korean words, and loan words depending on the origins of the relevant vocabularies. Slightly different characteristics of Korean culture are reflected on the native words, Sino-Korean words, and loan words. In addition, Korean language has derived words and compound words made in diverse ways and the characteristics of Korean culture are reflected on these vocabularies too. The characteristics of Korean culture reflected on Korean language vocabularies as such can be educational contents useful for leaners of Korean language. Although there have been discussions to prepare the contents of Korean language culture education through vocabularies thus far, not so many of the discussions were regarding concrete contents of the education. We hope that this paper will contribute to the richening of the contents of Korean culture education.

한국어교육과 한국문화교육의 상호 역할에 대한 바람직한 시각

양영희(Yang Young-hee),서상준(Suh Sang-jun) 우리말글학회 2010 우리말 글 Vol.50 No.-

The purpose of this paper is to establish the proper relationship between Korean language education and Korean culture education. Korean culture education has been thought as one of tools for raising communication skills, occupying subordinate position in the field of Korean language education. This paper, however, will consider these two types of education as the original one standing in the equal position since they have different goals and contents. The reason why the efforts to unify Korean cultaure with Korean language education could not result in satisfying outcome is that the relationship of these two areas has not been clearly fixed. By looking straight at the present situation, this paper sets up the relationship between these two as follows: Korean culture contributes to achieve the goals of Korean language education by standing as the elementary background on Korean language education, also Korean language serves to instruct Korean culture systematically by becoming the teaching tools for Korean culture education. As taking this point of view, we are able to divide central points of Korean studies into two parts: Korean language education and Korean culture education. That is to say, the former lightens its functional responsibility and the latter retrieves its essential role and value.

학습자 인식을 고려한 한국 문화 교육 연구 - 미국 미시시피 대학교 문화 수업 사례를 중심으로 -

김현지 한국언어문화교육학회 2019 언어와 문화 Vol.15 No.1

The purpose of this study was to investigate the Korean culture education considering perception of students for the Korean culture focused on the case of University of Mississippi. There is an unbreakable link between language and culture. Teaching culture has emerged as an important aspect in the field of foreign language education. Korean language teacher has to consider the students’ needs when they teaches the Korean culture. By following the principles of an intercultural approach, learners will be able to learn their target foreign culture efficiently. This study is based on a two-year Korean education at the University of Mississippi. The study conducted students survey on Mississippi culture and Korean culture. This research is composed of five chapters, the first chapter presents the purpose of this study. The second chapter focuses on the previous studies and current status of Korean culture education. The third chapter presents Korean education at the University of Mississippi in the United States. The fourth chapter the students’ survey of Korean culture education. In the last chapter, a brief summary of this study is provided. And it presents the direction of Korean culture education in the southern United States. This study specifically proposes culture education plans linked to local culture. The study will argue: (1) The Korean language teacher has to understand about students’ culture. (2) It is necessary to stimulate diversity in the culture that learners have. (3) It is necessary to further supplement and educate the tasks and learning comparing Korean culture with students’ culture from a intercultural approach for Korean culture education. In the southern part of the United States, the history of Korean language education is not long. So, a lot of research has to be done on Korean language and culture education in the southern United States. In addition, this research will help Korean culture education in the United States.

교육연극을 활용한 한국어문학교육 연구

호진양 ( Hu Chenyang ),송진한 ( Song Jinhan ) 중국한국(조선)어교육연구학회 2019 한국(조선)어교육연구 Vol.14 No.-

Since the diplomatic relations between China and South Korea, Korean language education has developed in China. Due to the rapid development of the politics, economy, and culture of both countries and the rapid growth of demand for Korean talent, many higher education institutions are establishing and operating Korean as a major. At present, many efforts are being made to develop teaching materials and teaching methods in various regions and universities in China, but the results are not so much. Considering this situation, it is necessary to use Korean language education that takes advantage of the characteristics of the region and school rather than a uniform, single Korean language education. Also, based on the universally used education mode, it is necessary to create a new and efficient method through innovation and to search for the transition of the whole education curriculum from the perspective of cultivating basic Korean ability. Foreign language education cannot be separated from the culture of the country. The culture of Korea refers to a varied range including traditional arts, food, shelter, and lifestyle. This paper aims not only to teach Korean culture by using educational theater technique but also to design Korean education and learning plan. Thus, using literary works as texts and educational play, Korean teaching model for advanced Chinese learners is presented. This will enable Chinese learners to understand the thoughts, emotions, cultural, artistic and folklore contexts of Koreans. In the case of Korean language education in China, the development of teaching and learning using educational play is still far away, and there are few researchers in this field. This paper has searched the concept as a simple paper. I look forward to helping you develop teaching and learning methods in the field of Korean language education in the future. I also hope that it will help not only Korean language education but also other language education.

한국어교육을 위한 문화 항목 연구

김진호 한말연구학회 2010 한말연구 Vol.- No.27

A language and a culture has an position as mutual supplement for each. This character have aroused scholar’s much interest in culture for language education and language for culture education in the scene of Korean education. As the result, the final object as improvement in communication ability in language education is understood as duality or mutuality that are communication on the veins of culture than of language education. However, it is really demanded that preparing a ground of education to make a one in a cultural respect through central education about overall Korean culture than about separately cultural education for language education for a learner who have a high ability in Korean communication. Therefore, this article is focused on the composition of cultural contents of teaching materials to deal with overall Korean culture. First, we selected ten heads for the general subject of Korean culture. They are like on next. ‘the past and the future of Korea’, ‘living features of Korean’, ‘transportation culture of Korea’, ‘education culture of Korea’, ‘economy and money market of Korea’, ‘religion culture of korea’, ‘living and life of Koreans’, ‘sightseeing culture of Korea’, ‘language culture of Korea’, ‘literature of Korea’. Second, we divided each general subject into two or three middle subject, and middle subject composed of subdivision contents. In this case, we supposed a standard as a character of classification, unless it is as character of a time period. Third, the specific way for applying these can composed of ‘thinking - communication in various situation - the text - reading material - grammar and vocabulary - exercises and application’, and we though that this have to follow as possible to a system of language education of regular course. Although we consider description way and systems of contents composing for culture education of Korea for a higher learner on Korean education, like other existing studying results about this subject, several problems, as how much do we reflect these things when we develop teaching materials in actual and rationality of cultural subject and effect of Korean education on overall Korean culture and so on, are still leaving for next studies.