한국과 중국의 대학생 의식 비교 : 자매결연 두 대학교 학생을 중심으로

이정용 한국외국어대학교 외국학종합연구센터 중국연구소 2006 中國硏究 Vol.37 No.-

This paper presents a comparison of attitudes between Chinese and Korean university students. Compared with Korean students, on average Chinese students do not spend as much on leisure-related products or services. However expenditure on leisure related products increrases as family income increases. Similar to Korean students, most Chinese students own mobile phones. The percentages of ownership of other multimedia devices such as PC, MP3 players, and digital camera are lowerfor Chinese students than forKorean students. Chinese students as well as Korean students prospect their generation to be better off than their parents' generation. Especially, more than half of Chinese students believe their economy will catch up with Japanese economy in 30 years. As Chinese economy grows, both Chinese and Korean students do not expect the relationship between China and Japan to improve much. Chinese 'likeness' of Korean trend is very apparent but Korean 'likeness' of Chinese trend is very minor. It is also observed that higher percentage of Chinese students like Korea than that of Korean students like China. Sexual attitudes are very similar between the two groups. They are relatively affirmative on sexual relations before marriage. Chinese students think human network is essential for getting jobs. Korean students think English proficency is the most important factor. However, Chinese students spend longer hours in practicing English and reading books than Korean students. Korean students drink alcohol much more frequently than Chinese students. Also, therate of smoking is much higher for Korean students than Chinese students. No female Chinese student said she was a smoker.

국내 대학원 유학생의 내용-언어 통합 교수법에 대한 경험 조사

여열(Yue Li),이용직(Yongjik Lee) 한국문화융합학회 2022 문화와 융합 Vol.44 No.6

본 연구는 내용-언어 통합교수법의 한 가지 형태인, 영어 매개 강의의 개념을 응용하여 국내 대학원 수업에서컨텐츠 지식과 한국어 습득을 동시에 습득할 수 있는 한국어 매개 수업(Korean as a Medium of Instruction: KMI) 개념을 제안하였다. 내용-언어 통합 교수법의 한 가지 형태로, KMI 수업은 국내 대학의 유학생들이 전공 분야에 대한 지식을 학습하는 동시에 학문적 한국어 언어능력도 향상시킬 수 있다. 본 연구는 국내 지방 소재 사립대학인 W 대학에 재학 중인 중국인 대학원 유학생 15명을 대상으로 한 학기 동안 KMI 수업을 적용하여 KMI 수업의 효과성을 검토하는 데 그 목적이 있다. 본 연구는 혼합연구 방법을 적용하여 학기말에는 KMI 수업을 통한 학습자의 컨텐츠 지식, 인지능력, 다문화 이해력과 관련된 인식과 만족도를 알아보기 위해 설문조사를 실시하였으며, 설문지 응답자 중에 인터뷰 지원자를 선정해서 1대1 심층 인터뷰를 진행하였다. 연구의 결과는 첫째, 중국인 유학생들은 KMI 수업을 통해 컨텐츠 지식을많이 배웠다고 응답했다. 둘째, 중국인 유학생들은 KMI 수업을 통해 한국어 능력이 전반적으로 향상되었다고 응답했다. 셋째, 중국인 유학생들은 KMI 수업을 통해 한국 문화에 대해 이해하고 다양한 한국 문화의 관점을 경험할 수 있었다. 넷째, 중국인 유학생들은 KMI 수업에 대해 전반적으로 만족한다고 평가했고, 효과적인 수업이라고생각했다. 결국 KMI 수업을 미래에 재수강할 의지도 강한 것으로 나타났다. 하지만 KMI 수업 적용이 한 학기 정도만 진행되었기 때문에 짧은 기간 동안 유학생들의 학문적 한국어 활용 능력이 급격히 향상되는 것은 아닌 것으로 나타났다. 따라서 연구의 결론은 첫째, KMI 수업은 중국인 유학생들의 컨텐츠 지식 학습에 긍정적인 영향을 미친다. 둘째, KMI 수업은 중국인 유학생의 한국어 능력 향상에 긍정적인 영향을 미친다. 셋째, KMI 수업은 유학생들의 다문화이해 능력에 긍정적인 영향을 미친다. 하지만 초급 한국어 학습자의 경우, KMI 수업을 수강하더라도 단기간에 학문적 한국어 능력이 유의미하게 향상되기 어렵다는 결론을 도출했다. This study explores international Chinese students’ experiences of Korean as a Medium of Instruction (KMI) course in a Korean university. This study focuses on the KMI course that allows students to simultaneously learn Korean academic language and content knowledge. Thus, this study examines the effectiveness of the KMI course for Chinese international students and proposes effective teaching methods that will enable international students to perform academic studies in the future successfully. This study is conducted at the graduate school of W University in Korea. The KMI method is applied to two graduate courses with 15 Chinese international students during the 2021 Fall semester. By using mixed-method, the survey is conducted to determine the perception and satisfaction of the international Chinese students’ experiences in the KMI course related to content knowledge, cognitive ability, and multicultural understanding. Among survey participants, interview applicants are selected and conducted in-depth interviews. The results as shown below. First, Chinese international students develop various content knowledge through the KMI course. Second, Chinese international students can improve their Korean language ability through the KMI course. Third, bilingual KMI courses are more effective in learning Korean vocabulary and grammar than monolingual KMI courses. Third, Chinese international students understand Korean culture and university life through the KMI course. Fourth, Chinese international students are generally satisfied with the KMI course. However, Chinese international students face a challenge that quickly improves their Korean academic ability through the KMI. The conclusions as shown below. First, the KMI course positively affects the content knowledge of Chinese international students. Second, the KMI course has a positive effect on improving the Korean ability of Chinese international students. Third, the KMI course positively affects international students’ understanding of multiculturalism. However, the KMI course may not dramatically impact international students’ academic Korean language skills in a short period.

韩国留学生使用汉语新词语情况调研

김정훈 중국인문학회 2020 中國人文科學 Vol.0 No.74

With the enhancement of China's comprehensive national strength and the spread of Chinese fever all over the world, more and more people are learning Chinese. Neologisms are a mirror of the development of contemporary Chinese society, which can directly reflect the most authentic Chinese language. The study of new words will help Korean students to understand contemporary China and improve their Chinese level. It is very important for Korean students to learn new words better through the acquisition of new words. After reading the literature, this paper finds that it is necessary for Korean students to learn new words, the current situation of their strong demand for new words and the existing problems in the teaching of new words in Chinese as a foreign language, which requires improvement in the acquisition of new words for Korean students. By using the questionnaire survey, this paper investigates the acquisition quantity, acquisition method and teaching of new words by Korean students. In terms of acquisition quantity, although the acquisition quantity of new words by Korean students has reached 50%, the proportion of new words that Korean students can master and use is very small; the acquisition quantity of new words by foreign students at primary and intermediate Chinese level is less than that of foreign students at advanced Chinese level, and the number of new words acquired by foreign students with long Chinese learning time is more. At present, the acquisition methods of new words for Korean students are mainly network, teachers, friends and dictionaries. With the improvement of Chinese level and the increase of Chinese learning time, the phenomenon of using network to acquire new words is more significant. In terms of the acquisition types of new words, Korean students have the best acquisition of life new words. The main way of acquiring new words for Korean students is network coincidence, which fully shows that the main and common way of acquiring new words for Korean students is network. In the aspect of teaching Chinese as a foreign language, the number of new words in the teaching materials is limited, and the teacher's teaching of new words is relatively scarce, so the number of new words acquired by foreign students through teaching methods is very limited, which can not meet the strong demand of Korean students for new words, so it is necessary to increase the strength of new words teaching.

친숙도에 따른 중국 대학생의 한식메뉴 선호도와 한식 만족도의 영향요인의 비교 연구 -중국 현지대학생과 국내 중국유학생의 차이 분석-

이은수 ( Eun Soo Lee ) 한국호텔리조트학회(구 한국호텔리조트카지노산학학회) 2016 호텔리조트연구 Vol.15 No.1

The purpose of this study is to identify Chinese students`` preference on Korean menu and the determinants of preference on Korean food by familiarity to Korea. Especially this study examined the difference in preference on Korean menu and the determinants of preference on Korean food between local Chinese students and Chinese students in Korea. Data were collected from local Chinese students and Chinese students in Korea from September 2 to 15, 2015, and finally 267 questionnaires were analyzed. The four dimensions of Chinese students`` recognition on Korean food were identified; health orientation, sensory feature, convenience, and image factor. The results of t-test and multiple regression were summarized as follows; First, Chinese students in Korea preferred “Japgokbab”, “Sikhye”, “Kimchi”, “Sundubu”, “Japchae”, “Namul”, “Sujeonggwa” to local Chinese students. Second, Chinese students in Korea showed higher average in convenience factor than local Chinese students. Third, health orientation and image factor affected on preference on Korean food in the group of local Chinese students, while health orientation factor affected on preference on Korean food in the group of Chinese students in Korea. Based on the findings, implications for marketing strategy of Korean food for Chinese market were discussed.

연구논문 : 한국 대학과 중국인 유학생의 동상이몽; 서울과 지방 소재 사립대학 비교

박소진 ( So Jin Park ) 한국문화인류학회 2013 韓國文化人類學 Vol.46 No.1

이 글은 글로벌 대학의 위계와 불균등한 유학이라는 맥락 속에서 중국인 유학생의 한국 유학 선택이 어떻게 한국 대학의 국제화전략과 맞물리는지를 밝힌다. 특히 한국대학 구조의 위계 속에서 다른 위치를 가진 서울의 B대학과 지방의 C대학 사례를 통해 중국인 유학생 유치 동학(dynamics)을 비교·분석한다. B대학의 경우 대학평가, C대학의 경우 대학재정이라는 유치 동기를 가진다. 두 대학은 글로벌 대학의 위계 속에서 불안정한 위치를 공유하면서 입학의 문턱을 낮춤으로써 중국인 유학생이 약간의 경제력만 되면 손쉽게 한국 유학을 선택할 수 있는 조건을 형성한다. 이에 따라 교육, 평가, 관리등에 다양한 문제가 제기되고 있지만 공론화되지 못하고 있다. 중국인 유학생은 한국어 습득, 한국 관련 관심, 학위취득이라는 주요 동기를 공유하지만, 대학 위계에 따라 한국 유학에 대해 다른 의미를 부여한다. B대학의 중국인 유학생들은 학교 브랜드에 대한 자부심을 가지지만 학업 능력이나 언어 면에서 한계를 느끼고, 상대적으로 낮은 가치를 지니는 한국 유학을 영어권 유학의 차선책으로 인식하였다. 위상이 낮은 C대학의 경우 적극적인 유치전략과 중도탈락을 방지하기 위한 임시방편적 평가를 하기에 중국에서 대학 입시에 실패하거나 전문대를 다니는 학생들이 한국 유학을 손쉬운 대학 진학과 학위취득이 가능한 대안으로 선택하였다. 이는 학업이 아닌 돈을 벌기 위한 목적을 가진 학생들이 유입되는 부작용을 낳기도 한다. 이 글은 한국 대학의 국제화전략으로서 중국인 유학생 유치와 중국인 유학생의 한국 유학 선택의 역동적인 관계를 함께 연구했다는 점에서 그 의의가 있다. This article explores how Korean universities` globalization strategies are articulated with Chinese students` choices of study in Korea in the transnational context of hierarchical global higher education and uneven flows of students who study abroad. I compare the dynamics of recruiting Chinese students at B university in Seoul and C university in a provincial city, each of which occupies a different location in the hierarchy of the Korean higher education system. B university recruits Chinese students to promote its own global competitiveness in relation to university evaluation, while C university actively recruits them motivated by financial gain. Because both universities admit Chinese students easily without many requests, Chinese students can choose study in Korea as an easy option, if economically feasible. Although there are several problems in relation to teaching, evaluating and managing Chinese students, these issues are not publicized. Chinese students come to study in Korea in order to learn Korean and get a bachelor`s degree. Chinese students in two universities, however, give study in Korea different meanings. Chinese students at B university feel pride in the brand value of B university, even while they lack the confidence of academic capacity. They also perceive study in Korea as a second best choice because it has less relative brandname value than do institutions of study in English-speaking countries. Because C university with its relatively low-rated reputation actively recruits Chinese students and adopt a stopgap measure for evaluation, Chinese students who failed to enter university or else entered a third-tier or junior college in China, perceive study in Korea as an easy second chance to get into college and get a bachelor`s degree. This study draws our attention to the importance of the globalization strategies of Korean universities, and deepens our understanding of the Chinese students who study in Korea.

자기 주도적 학습을 위한 한문과 수업모형

박경신 ( Kyung Shin Park ) 한국한문교육학회 2010 한문교육논집 Vol.34 No.-

The purpose of this thesis is to design a Chinese Literature class model that is cooperative, creative, and student-centered. The background of this thesis is constructivism. This model lesson is designed in the procedure of learner analysis, lesson development, lesson evaluation. The lesson method used in this thesis is discussion, presentation and writing. As the result of learner analysis, it is found that Chinese character is necessary because of its practicality. However, it can be summarized that the reason for considering the Chinese character as to unnecessary is that it forms a low percentage in the Korean SAT test. The learners` preference on the content of the lesson was highest on Chinese character`s word meaning and sound. Learners` preference on lesson method was highest on lecture, whereas, relatively lowest on discussion, presentation and writing. This model lesson is developed into five stages. First stage is finding the Chinese character using a dictionary. Second stage is group discussion. Third stage is the presentation of group discussion outcomes following a teacher`s supplementary explanation. Forth stage is writing. Fifth stage is presentation of students` writing and evaluation. From the result of the lesson evaluation done after applying this model lesson, the students` preference to the lesson method was discussion, searching individual Chinese characters, and presentation, which are all student-centered. The overall evaluation of the lesson was positive with the satisfactory rating, 72.05%, which is relatively high. The reason for this result can be summarized as enjoyment, bond, and activeness the students achieved in this lesson. Finally, students thought they had the highest improvement in Chinese character and vocabulary, Chinese character reading ability and Chinese character sentence understandings, in order. This is in accordance with the final aim of the Chinese character lesson. It is shown that the purposefulness and motivation critically affected the learning outcome of the students. The educational implications of this lesson are as follows; First, it can encourage students` participation. Second, it develops thinking skills and creativity. Third, it enhances teachers` understandings of the students. Fourth, it enhances the bond between lesson content and the reality. Fifth, it heightens the trust students feel for the teacher. Sixth, it creates a joyful atmosphere. Lastly, it encourages cooperativeness.

Research on the Current Status of College Students of South Korea in Practising Chinese kung fu Lessons

( Zhang Zhi ),( Zhou Ying Li ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: To understand and master current situation about college students of South Korea in learning Chinese martial arts courses, as well as real problem and environment about Chinese martial arts courses launched in universities of South Korea, to raise corresponding counter measures and suggestions on development of kung fu lessons in universities of South Korea, to promote the development of Kung Fu sports in universities of South Korea , to serve Internationalization of the Chinese Kung Fu sports. Method: This paper was based on a questionnaire survey which was made in Yongin Univerisity.119 questionnaires were distributed and all of them were taken back, and lastly effective rate is 100%. The survey was for getting familiar with current situation about how college students of South Korean are learning Chinese martial arts. Deep interview was made to know better about teaching and training situation of specific Chinese martial arts between teachers and students. Besides, through learning Chinese martial arts, we’d love to figure out some questions. For example: whether college students of South Korea can deepen the understanding of China, Chinese culture and Chinese martial arts or not? Whether they are more willing to learn Chinese culture and Chinese martial arts, as well as how do colleges and universities of South Korean promote Chinese martial arts in a more efficient way? Result: Few universities in South Korea are currently establishing Chinese martial arts courses, The development of sports of South Korea have private characteristics and their own way , so being foreign sports project in South Korea, promoting can be certain difficult, but the trend is very good; students are satisfied with teacher``s attitude and approach of teaching in the learning process, and also are able to understand the Chinese culture through learning martial arts, but what students learned about Chinese culture is vague, which are not clear and concrete, not to mention identity of Chinese culture, which are related with the forms of promotion of martial arts and means; While comparing with some specific sports like South Korea Taekwondo, Chinese martial arts is a lack of skill and difficult to learn the complex movement; but for most of the students, they are willing to keep on learning Chinese martial arts if there are any opportunity in the future. Conclusion: As Chinese martial arts became a formal event in some international competitions like the Asian Games and World University Games, as well as program of the Olympic Games martial arts of China, more and more countries have gradually realized the importance of China martial arts project, so it’s an inevitable trend that Chinese martial arts are established in universities of South Korea; The contents of teaching should be adaptive to the psychology and demand of college students of South Korea when Chinese martial arts are taught in universities of South Korea. Here are some examples: the martial arts project should be more simple, interesting and practical, and also a variety of teaching methods should be adopt in the process of teaching, such as the combination of theory and practice, the combination of music and video, and collective creation and performance of teaching content. This improvement will enhance the learning enthusiasm of stu- dents and achieve better teaching effect. In addition; it’s also another way of promoting Chinese culture when Chinese martial arts are more widely established in universities of South Korea, So Chinese culture should be deeply expressed in the dissemination contents of Chinese martial arts, methods of teaching and process of teaching and practicing. The nature of China martial arts should be raised as culture of arts, and eventually college students of South Korea will deeply grasp new Chinese ideas of culture.

한국에 거주하는 중국인유학생과 중국에 거주하는 중국현지 대학생의 한식에 대한 인식 및 선호도

조수현,김재희,김명희,이원종,김은경 한국식생활문화학회 2016 韓國食生活文化學會誌 Vol.31 No.4

The purpose of this study was to survey the perception and preference for Korean food among Chinese students residing in Korea (Chinese foreign students, N=69) and China (Chinese-locals, N=98). A total of 76.8% of Chinese foreign students and 70.4% of Chinese-locals had ever eaten Korean food in China before visiting Korea, and motivation to try Korean food at first was ‘easy access to Korean food restaurants’ (Chinese foreign students 38.6%, Chinese-locals 44.9%). The most important factors in selecting Korean food were ‘taste’ and ‘price’ (Chinese foreign students 72.7% and 18.2%, Chineselocals 59.1% and 22.7%, respectively), and needed improvements for Korean food were ‘spicy and salty taste’ and ‘nutritional aspect’ (Chinese foreign students 54.5% and 25.8%, Chinese-locals 33.3% and 36.4%, p<0.05). The scores for perception of Korean food were significantly lower in Chinese-locals (2.99) than in Chinese foreign students (3.31)(p<0.001). Chinese foreign students preferred Bulgogi (20.5%), Neobiani (20.1%), and Galbijjim (17.9%), whereas Chinese-locals preferred Bulgogi (16.1%), Gimbap (16.1%), and Samgyetang (15.2%) (p<0.001). The most preferred condiment was ‘Garlic’ (18.0%) in Chinese foreign students, and ‘Red pepper powder’ (16.4%) in Chinese-locals. The results of the study can be used as a foundation to prepare a globalization strategy for Korean Food.

Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

Xu, Cora Lingling 서울대학교 교육연구소 2022 Asia Pacific Education Review Vol.23 No.1

The Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

자기 주도적 학습을 위한 한문과 수업모형

박경신 한국한문교육학회 2010 한문교육논집 Vol.34 No.-

The purpose of this thesis is to design a Chinese Literature class model that is cooperative, creative, and student-centered. The background of this thesis is constructivism. This model lesson is designed in the procedure of learner analysis, lesson development, lesson evaluation. The lesson method used in this thesis is discussion, presentation and writing. As the result of learner analysis, it is found that Chinese character is necessary because of its practicality. However, it can be summarized that the reason for considering the Chinese character as to unnecessary is that it forms a low percentage in the Korean SAT test. The learners' preference on the content of the lesson was highest on Chinese character's word meaning and sound. Learners' preference on lesson method was highest on lecture, whereas, relatively lowest on discussion, presentation and writing. This model lesson is developed into five stages. First stage is finding the Chinese character using a dictionary. Second stage is group discussion. Third stage is the presentation of group discussion outcomes following a teacher's supplementary explanation. Forth stage is writing. Fifth stage is presentation of students' writing and evaluation. From the result of the lesson evaluation done after applying this model lesson, the students' preference to the lesson method was discussion, searching individual Chinese characters, and presentation, which are all student-centered. The overall evaluation of the lesson was positive with the satisfactory rating, 72.05%, which is relatively high. The reason for this result can be summarized as enjoyment, bond, and activeness the students achieved in this lesson. Finally, students thought they had the highest improvement in Chinese character and vocabulary, Chinese character reading ability and Chinese character sentence understandings, in order. This is in accordance with the final aim of the Chinese character lesson. It is shown that the purposefulness and motivation critically affected the learning outcome of the students. The educational implications of this lesson are as follows; First, it can encourage students' participation. Second, it develops thinking skills and creativity. Third, it enhances teachers' understandings of the students. Fourth, it enhances the bond between lesson content and the reality. Fifth, it heightens the trust students feel for the teacher. Sixth, it creates a joyful atmosphere. Lastly, it encourages cooperativeness. 본고는 자신의 삶에 대한 주체적 리더쉽 향상과 학생들의 자기표현 욕구 충족, 경쟁 위주로 인한 학교 현장의 위기 극복, 한문 교육의 목적 달성이라는 제반 과제를 해결하기 위해 협동적이고 창의적인 자기 주도적 한문과 수업 모형을 설계하는데 그 목적을 둔다. 본고의 이론적 배경은 21세기의 다원화 된 사회 현상을 담아내는 교육담론인 구성주의이다. 본 수업 모형은 구성주의 교수 - 학습 원리를 고려하여 학습자 분석ㆍ수업 절차 개발ㆍ수업 모형 평가 단계로 설계 하였다. 본고에서 활용한 수업방법은 토론ㆍ발표ㆍ글쓰기이다. 학습자 분석 결과 교과 필요성에 대한 학생들의 인식이 긍정적인 이유는 실용성에, 부정적인 이유는 입시 비중에 있었다. 수업 내용과 관련해서는 한자 및 단어의 뜻ㆍ음이 가장 높은 비중을 차지하였다. 수업 방법에 대한 선호도는 강의가 가장 높은 반면 자기 주도적 학습이 가능한 토론ㆍ발표ㆍ글쓰기 등은 비교적 낮은 비중을 차지하고 있어, 학생들이 수업 방법에 있어서 소극적이고 교사 의존적인 수업 방법을 선호하고 있음을 알 수 있다. 한문수업 목표에 대한 결과는 희망하는 수업 내용과 같은 결과를 나타내었다. 본 수업 설계 절차는 5단계이다. 1단계는 자전을 활용하여 개인별 한자 찾기 단계이다. 새로 나온 한자나 어려운 한자를 뽑아서 한자마다 번호를 붙이고 학생들로 하여금 자신의 번호에 해당하는 한자의 뜻과 음을 찾도록 한다. 2단계는 모둠별 토론이다. 학생들을 모둠으로 나누고 각 모둠별로 본문 과제를 부여한다. 자전이나 교과서 등을 활용하여 과제를 해결하도록 하고 교사는 질문을 받거나 토론이 원활하게 진행되도록 지도한다. 3단계는 모둠별 토론내용을 발표하고 발표 후 교사가 보충 설명 및 수정하는 단계이다. 4단계는 글쓰기이다. 학생들이 목표를 인식하고 글쓰기를 할 수 있도록 지도한다. 5단계는 글쓰기 발표 및 강평이다. 희망자를 우선으로 발표하도록 하고 대표 첨삭 또는 구두 첨삭이 될 수 있도록 한다. 이상 본 수업 모형 적용 후 한문 수업 방법의 유익성과 호응도를 묻는 질문에서 토론, 개별한자 찾기, 발표 순으로 선호도가 높게 나왔다. 반면 학습자 분석에서 높은 선호도를 보였던 강의는 수업 후 상대적으로 낮은 수치를 기록하였다. 여기에서 학생들이 선호한 수업방법이 모두 학생 주도적 방법이라는 것은 주목할 만한하다. 이유를 요약하면 즐거움과 유대감, 그리고 능동성이다. 수업 전반에 대한 평가는 긍정적인 평가가 72.05%로 비교적 높게 나왔다. 마지막으로 한문 수업을 통해 가장 향상되었다고 생각하는 능력은 한자ㆍ단어 실력, 한문독해 능력, 한문문장 이해력 순으로 나왔다. 이는 한문 수업을 통해 최종적으로 도달하고 싶은 목표와도 일치하는 순서로 학생들의 목표의식과 동기가 학습 결과에 결정적인 영향을 끼친 것으로 분석된다. 본 수업 설계를 통해 구현할 수 있는 교육적 의의 및 기대 효과는 일곱가지이다. 첫째, 자기 주도적 학습 시간이 증가하여 수업 중 학생 참여를 높일 수 있다. 둘째, 사고력과 창의력을 기를 수 있다. 셋째, 개별학생에 대한 이해도를 높일 수 있다. 넷째, 교과 내용과 현실의 연계성을 높일 수 있다. 다섯째, 특색 있는 수업이라는 인식과 교사가 학생을 위해 노력하고 있다는 인식을 심어주어 교사에 대한 신뢰를 높일 수 있다. 여섯째, 수업 시간에 활기와 생동감을 주어 즐거운 분 ...