창작동화에 담긴 문화요소와 문화교육

고경민 ( Kyoung Min Ko ) 건국대학교 동화와번역연구소 2014 동화와 번역 Vol.28 No.-

문화교육에 대한 폭넓고 깊이 있는 연구가 진행되면서 문화교육의 방법적인 고민만큼이나 내용에 대한 고민도 커졌다. 매체를 활용하는 방법부터 문학작품을 활용하는 방법까지 다양한 교육 방법이 제시되었고, 연구자의 기준에 따른 기준설정도 다양해졌다. 이 글에서는 문학을 이용한 문화교육의 한 방법으로 ‘창작동화’를 이용한 문화교육에 대해 논의하였다. 특히 기존의 동화를 활용한 문화교육이 ‘전래동화’에 치우쳐 있다는 점에 의거해 현대의 한국문화를 더 자연스럽게 소개할수 있는 창작동화에 주목하였다. 문화교육을 위한 문화요소를 선정하고, 창작동화 속에 담긴 문화요소를 찾아 문화교육의 방법으로 활용하고자 했다. 이를 위해 먼저 현대 문화를 대표할 수 있는 문화요소를 찾아 제시하고, 출판된 창작동화 가운데 이를 충족할 수 있는 작품을 선정하였다. 문화요소를 이용한 문화교육은 가시적인 틀 안에서 학습자와 교사가 어떤 문화를 배우고, 가르치는지를 알 수 있게 해주며, 이것을 활용해 다양한 장르의 교육 자료에 적용할 수 있다. 창작동화는 어린이를 대상으로 작가의 의도가 반영된 장르이며, 주로 현대를 배경으로 아이들의 눈높이에 맞춘 언어 사용 등 외국인 학습자가 한국의 현대 문화를 익히기에 적절한 문화교육 자료이다. 이 글에서는 이러한 창작동화의 특성과 문화요소를 결합해서 외국인 학습자에게 적합한 문화교육 방안을 제시하고자 했다. The broad and in-depth research on culture education is increasing in contents along with its methodological consideration. Also, various educational methods including how to use media and literary works have been presented and standards of researchers have been diversified. This paper discusses culture education using ``creative children``s stories``, as a way of literature-based culture education. Particularly, this is focused on creative children``s stories to introduce modern Korean culture more naturally, based on the fact that existing culture education using children``s stories has been concentrated on ``traditional fairy tales``. For this study, culture elements were chosen from creative children``s stories to use in culture education. Firstly, culture elements representing modern culture were presented and some published creative children``s stories, which contained these culture elements, were chosen. Culture education using culture elements helps in understanding which culture is learned and taught, within the visible framework and this can be applied to diverse genres of educational materials. Targeting children in creative children``s stories reflect the writer``s intention and is helpful for foreign learners to learn modern Korean culture by using language angled towards children, based on modern times. This paper presented a culture education method appropriate for foreign learners by combining these characteristics of creative children``s stories with culture elements.

부산 문화예술교육의 과제와 전망

남영희,조영미,이순욱 한국문학회 2018 韓國文學論叢 Vol.80 No.-

In the past, the notion of culture and art education was regarded only as technique education of art. But these days it has expanded into the realm of culture. The inherent worth of art delivered through culture and art education allow humans to understand and cultivate himself. It is also a national policy object in terms of discovering and establishing regional identity, improving quality of life and developing creativity of the nation. The value of culture and art education is significant. In the era of decentralization, this paper aimed to find the desired direction for social amplification of the value of culture and art education, and examined the current situation of culture and art education in Busan focused on projects by Busan Cultural Foundation, Federation of Busan Culture and Art Education, Busan Metropolitan City Office of Education. So far, it has achieved success by value spread of culture & art education, quota growth and infrastructure expansion. On the other hand, problems such as limitations due to central government and supplier oriented policies, vulnerability in local ecosystems, imbalanced education targets and lack of understanding among school officials and teachers. Thus, three policy directions were suggested: 1. to build an ecosystem for cultural and art education by regional network activation, region concentration and law system maintenance; 2. to establish demand-oriented educational environment by life-zone based education, lifelong education, opportunity expansion to enjoy culture and arts; 3. to improve quality of culture and art education by teaching competency advancement, online platform system and research infrastructure. 오늘날 문화예술교육은 기능 중심의 예능교육을 지칭하던 기존 개념에서 나아가 ‘문화’라는 큰 범주에서 사유된다. 그것은 문화예술의 내재적 원리를 통해 인간이 자신을 이해하고 성취하는 과정으로서의 교육이자 모든 국민의 문화예술 향유 기회 확대와 삶의 질 개선, 창조력 함양을 위한 국가 정책의 대상이기도 하다. 오늘날 문화예술교육은 개개인의 문화적 잠재력을 극대화하고 국가의 창의력을 견인할 수 있는 점에서 중요한 가치를 지니고 있으며, 점차 외연을 확장시켜 나가고 있다. 이 글에서는 부산의 문화예술교육의 현황을 점검하고, 지역분권의 시대를 맞이하여 부산의 문화예술교육이 나아가야 할 방향을 모색하였다. 부산지역은 정책으로서의 문화예술교육이 시작된 이래 문화예술교육의 가치 확산, 사업 대상과 규모 확대, 교육 인프라 확충, 문화향유의 기회 확대, 지역민의 문화적 삶의 질 향상이라는 성과를 도출해낼 수 있었다. 부산문화재단(부산문화예술교육지원센터), 부산문화예술교육연합회(예술강사지원센터), 부산광역시교육청, 지역 내 기타기관을 대상으로 지원사업을 검토하였다. 그 결과, 지역 문화예술교육의 발전을 가로막는 공급자ㆍ중앙 주도적 정책 체계, 지역 기반 문화예술교육 생태계의 취약성, 교육내용의 미비와 방법론 부재, 관리시스템 부실, 교육대상의 불균형 심화, 문화예술 담당자나 학교관계자ㆍ교사들의 문화예술교육에 대한 이해 부족, 성과 시스템 미구축 등의 다양한 문제점을 안고 있었다. 이를 바탕으로 지역이 처한 문화예술교육의 현실을 냉정하게 진단하고 발전방안을 제안하였다. 제도 정비와 기관별 협력체계 구축, 운영체제 개편을 통한 지역 집중성 강화, 국내외 문화예술교육 네트워크 활성화를 통해 지역 기반 문화예술교육 생태계를 조성하고, 생활권과 연계된 문화예술 교육기반의 점진적 확대, 생애주기별 문화예술교육의 실시와 문화향유의 기회 확대, 학교문화예술교육과 사회문화예술교육의 영역별 연계성 강화를 통해 수요자 중심의 교육환경을 구축해야 할 필요가 있었다. 또한 문화예술교육의 질적 기반을 고도화하기 위해 인적자원의 역량 개발 강화, 문화예술교육 온라인 플랫폼 구축과 확대, 국내외 문화예술교육의 동향과 실태조사 연구기반 마련도 시급한 과제였다.

학교와 지역사회 연계한 통합형 문화예술교육의 발전 방향

박신자 (Park Shinja) 한국디지털디자인학회 2010 디지털디자인학연구 Vol.10 No.4

문화시대란 일상을 영위하는 주체로서의 문화적 개인의 의미가 커진 시대이고 개인이나 집단의 지적 정신적 심미적 계발은 물론이고 그 과정과 결과로서 문화적 행위와 생산물이 더욱 중요해진 시대임을 의미한다. 이러한 흐름 속에서 문화예술교육이란 용어 또한 새롭게 조명을 받게 되었다. 문화예술교육이란 문화교육과 예술교육의 상호보완적이면서 유기적인 연관성을 가지는 개념으로 예능교육의 새로운 교육방향을 지시해주는 메타적인 언어이면서 예능교육 교과가 가지고 있는 매체상의 기능적인 구분을 넘어서려는 통합교육적 의미를 가진다. 따라서 본 연구는 통합형 문화예술교육의 사례를 들어 문화예술교육의 발전방향을 제시하고 각 문화예술영역별 분절된 교육을 통합형 문화예술교육을 활성화 하는데 목적이 있다. 이를 위해 문헌연구와 통합형 문화예술 교육사례를 중심으로 문화예술발전방향을 창의적인 프로그램 개발 학교교육과 지역예술단체와의 연계 지역단체들과의 파트너십 공공기반시설의 활용 전문인력 양상 문화정책과 교육정책의 연계로 도출하였다. 누구든지 문화예술교육의 기회를 누리고 모든 국민의 문화적 삶의 질과 국가적 역량을 강화하기위한 교육의 대안을 도출하고자 하였다. 앞으로 학교와 지역사회연계는 문화 예술교육을 매개로 단지 수업에서 벗어나 평생교육으로서의 지역문화를 활성화시키고자 하는 지속적인 다양한 연구와 노력을 기울여야 할 것이다. Cultural era has importantly given in daily lives and its meaning of cultural individual has grown besides it means the era of individuals and/or a group of intellectual spiritual and aesthetic development as well and as a result of the process and products of cultural activities and its offsprings means more significant ever. In this flow the term of culture art education as well newly has been started to get focused. Culture and Arts education is a concept of inter-complementary and organic relationship between cultural education and art education and as well is of meta-language which leads to new educational direction and has the meaning of integrated educational to exceed the functional classification at arts education curricula. This study is to suggest the development direction of culture and arts education as giving example and to aim for the activation of culture and arts education to enable divided individual but into integrated culture and arts education. For this purpose as focusing on the literature review and case study of culture and arts education the development direction of culture and arts education has to elicit the link between culture policy and education policy by way of the development of creative program cooperation with schools and local arts organizations partnerships with community organizations the use of public infrastructure professional aspects. From now on cooperation link between schools and community has not to be limited only as for a medium for lessons of culture and arts education but to create community culture to activate for lifetime education and various studies and ongoing efforts has to be made into.

배경과 실천에 기초한 ‘문화예술교육’의 의미와 정체성

장기범 한국음악교육공학회 2010 음악교육공학 Vol.- No.11

“Culture and Arts Education” is a political phrase launched by the Ministry of Culture, Sports, and Tourism of Korea (hereinafter, the Ministry of Culture”). Under the penumbra of “Culture and Arts Education”, numerous programs have been executed through the years in places such as, schools, cultural centers, orphanages, child care centers, military camps, and even in prisons throughout the country. Despite the fact that various programs have been executed with a tremendous amount of endeavor to advertise the “Culture and Arts Education Program” of the Ministry of Culture, most Koreans do not know the definition nor the identity of “Culture and Arts Education”. The Ministry of Culture hosted “2nd World Conference on Arts Education” with UNESCO in Seoul, Korea on May 24-27, 2010. The title of this conference was translated in Korean as ‘Culture and Arts Education’. The word ‘Culture’ was added intentionally. Most Koreans have an agreed understanding or sense of the meaning of Arts education and that of Culture education; however, they do not understand the intension or reasoning behind the Ministry of Culture’s intentional translation of ‘Arts education’ as ‘Culture and Arts education’. Through this paper, the researcher has tried to grasp the characteristics of Korea’s ‘Culture and Arts education’ by 1) reviewing the background of how the phrase “Culture and Arts Education” was formed, and 2) examining the “Culture and Arts Education” programs that have been conducted from 2000 to date. The conclusions drawn by the researcher as the following: 1) the term “Culture and Arts Education” was adapted by the Ministry of Culture without any in-depth philosophical or social consideration; 2) the definition of “Culture and Arts Education” outlined in the’ Culture and Arts Education Supporting Act’ may ensure legal use of the term, but it still does not form nation-wide understanding of the term. Moreover, the definition is not comprehensive enough to encompass on-going “Culture and Arts Education” programs in general; 3) there have been numerous programs assumed under the title of “Culture and Arts Education”; however, the goals and objectives of such programs are not consistent with one another, making it difficult to grasp the characteristics of ‘Culture and Arts Education’ by examining these programs; 4) the Ministry of Culture’s approach of defining the meaning of ‘Culture & Arts Education’ by adding various connotation on a piecemeal basis must change. In order to secure the goal of its policy, a more focused and comprehensive definition of “Culture & Arts Education” must be secured first; and 5) thus, it is strongly recommended that the Ministry of Culture lead comprehensive and on-going efforts to secure the definition of “Culture and Arts Education” to enable a better understanding of its policy for Culture and Arts and broader dissemination of the same. 한 나라의 정책은 국민의 공적 이익을 위한 계획이다. 2000년부터 추진된 ‘문화예술교육’은 문광부의 문화정책이다. 정책 추진 후 10년이 지난 현재, 아직도 문화예술교육에 대한 개념은 불투명하다. 이 연구에서는 정책의 추진배경과 실적을 기반으로 문화예술교육의 특성을 파악하고자 하였다. 문화예술교육은 문화의 세기를 맞아 예술교육의 중요성을 인지하고 국민 모두의 예술적 문화적 능력을 배양하기 위하여 선 실천 후 개념정의를 표방한 문광부의 예술교육정책으로 개념 정리하였다.

도서지역에 있어서 문화예술교육의 필요성 및 가치성 - 음악교육을 중심으로 -

박행숙 한국도서(섬)학회 2018 韓國島嶼硏究 Vol.30 No.4

오늘날 우리사회는 엄청난 변화의 물결 속에 살아가고 있다. 이른바 「제 4의 물결」속에서 문화예술분야가 강조되어 문화적 요인이 시장에서 큰 힘을 발휘할 것으로 주장되고 있다. 제 4차 산업혁명시대를 맞이하여 우리 사회는 더욱 더 창의성과 감성적인 능력의 개발이 중요시 되고 있다. 여기서 ‘전사의 시대는 가고 예술가의 시대가 다가오고 있음’이 지적되고 있어 문화예술교육의 필요성 및 가치성에 주목이 된다. 특히 도서지역은 접근성의 열악 등 여러 가지 장애요인으로 인해서 문화예술교육의 소외 지역으로 분류된다. 더구나 문화예술교육의 민간적 실패는 도서지역에서 상대적으로 매우 심해지고 있는 실정인 바, 이에 대한 공공적인 문화예술교육 정책의 도입이 요망되고 있다. 음악을 비롯한 문화예술교육 및 활동은 창의성과 감성적 능력을 길러준다는 의미에서 문화예술의 활동이 고도의 창조활동이라고 말하고 있다. 본 연구는 이상의 시대적 흐름에 공감하면서 음악교육을 중심으로 한 문화예술교육의 필요성 및 가치성을 살펴보았다. 그 내용을 소개하자면 첫째로, 감정경험으로서 음악, 둘째로, 음악의 사회성, 셋째로, 성장의 원동력으로서 음악, 넷째로, 도덕적 힘으로서 음악, 다섯째로, 음악과 인간성 등이다. 제 4차 산업혁명시대에 있어서 문화예술 활동에 대한 농어촌 지역 주민에 대한 예능지능 지수의 개발교육도 강조되고 있다. 또한 도서지역을 낙도(落島)가 아닌 낙도(樂島)로 전환시켜야 한다는 신도서 개발 방향에 대한 주장에 공감이 되고 있는 가운데, 전통적 문제로서 도서지역 주민의 기본 생존권 문제는 물(생활용수), 불(전기), 발(교통문제)이 제기되었다. 이제 여기에 교(교육문제), 생(생태보전), 경(경제생활)과 함께 문(문화예술) 등이 추가되어져야 할 것이다. 농어촌지역에서 제4차 산업혁명시대를 이끌 창의융합인재를 융성하기 위해서 문화예술 교육의 필요성 및 가치성을 고려해 볼 때, 기술을 뒷받침하고 이끌 문화예술(음악)교육이 필요하다는 사실에 주목해야 할 것이다. Nowadays, we are living under the wave of tremendous changes. So-called, amid a wave of 「the fourth wave」, it is being argued that cultural factors will have a large influence in the market due to the emphasis on the field of culture and art. Reaching the era of the fourth industrial revolution, creativeness and emotional capacity are becoming more important in our society. In here, need and value of culture and art education has received great attention as there was a phrase “The warrior’s days are gone and period of artists is coming”. Especially, due to many obstacle factors such as poor accessibility, island area is being classified as an isolated area of culture and art education. Furthermore, civil failure of the culture and art education has been relatively very serious in island area. Therefore, introduction of public culture and art education policy on this are being required. With respect to culture and art education and activities including music, it is being said that activities of culture and art is a highly creative activity in that it builds creativity and emotional capacity. In this study, we looked into need and value of culture and art education focusing on music education by empathizing with the stream of times. To introduce the contents, firstly, it is about music as emotional experiences, secondly, sociality of music, thirdly, music as a motor force of growth, fourthly, music as a moral force, lastly, music and humanity. In the fourth industrial revolution, education of developing entertainment intelligence index on culture and arts activities for residents in rural area has been emphasized. Moreover, some has empathized the importance of the argument on directions of developing new 'islands area' to transfer to happy area, not a remote island. However, water (water for living), fire (electricity), and foot (transportation problem) has been raised as the problems of basic right to live of the residents in island area. Additionally, now education (educational problem), ecology (preservation of ecology), economy (economic life), and culture(culturial art) etc. should be added. To cultivate talent with creative fusion who will lead the era of the fourth industrial revolution in rural areas, when considering the need and value of culture and art education, we should be attentive and have an interest in the fact that need of education to support the technology and the culture and art (music) education is urgent.

한국문화 교육과 한류의 연관관계 연구 -드라마를 중심으로-

박찬숙 한국언어문화교육학회 2008 언어와 문화 Vol.4 No.2

This study purposed to examine the effectiveness of the utilization of popular culture in cultural education in association with the importance of cultural education in Korean language education for foreigners and with the recent waves of Korean popular culture. Although the importance of culture in Korean language education has been discussed intensely, yet frames for cultural education have not been structured clearly. In addition, according to the recent tendencies of Korean language learners, many of them learn the Korean language as their interest in the language has been stimulated by Korean popular culture spread through the Korean Wave, but the image of popular culture presented in Korean language education is considered not much different from popular culture viewed from Korean culture (treated as popular, entertaining, and vulgar). However, popular culture and in particular dramas contain many elements for effective cultural education, so we can develop desirable Korean culture teaching learning plans by studying and utilizing dramas. Thus, the present study purposed to examine the relation between Korean culture education and the Korean Wave centering on dramas, to select and suggest cultural items that can be learned through dramas, and to analyze the merits of dramas for cultural education. (Sun Moon University of Korea/ Il-Stad Youth Center of Port-Said, Egypt) This study purposed to examine the effectiveness of the utilization of popular culture in cultural education in association with the importance of cultural education in Korean language education for foreigners and with the recent waves of Korean popular culture. Although the importance of culture in Korean language education has been discussed intensely, yet frames for cultural education have not been structured clearly. In addition, according to the recent tendencies of Korean language learners, many of them learn the Korean language as their interest in the language has been stimulated by Korean popular culture spread through the Korean Wave, but the image of popular culture presented in Korean language education is considered not much different from popular culture viewed from Korean culture (treated as popular, entertaining, and vulgar). However, popular culture and in particular dramas contain many elements for effective cultural education, so we can develop desirable Korean culture teaching learning plans by studying and utilizing dramas. Thus, the present study purposed to examine the relation between Korean culture education and the Korean Wave centering on dramas, to select and suggest cultural items that can be learned through dramas, and to analyze the merits of dramas for cultural education. (Sun Moon University of Korea/ Il-Stad Youth Center of Port-Said, Egypt)

한국 문화 교육 교재 개발 현황과 과제 -국내 학습자 및 교수자용 교육 교재를 중심으로-

김해옥 한국언어문화교육학회 2012 언어와 문화 Vol.8 No.3

This research analytically examined the present condition of Korean culture education textbooks. On the basis of that results, we proposed the task and orientation of textbook development. This study breaks away from the present research methods of examining the existing central classifier. The analysis researched the three different cultural textbooks - the culture education center text book, the language culture education union text book, and the Korean culture theory and Korean culture education theory textbooks. From this analysis, this research proposes six goals for cultural textbook development: 1). Improvement of communication ability and culture comprehension 2). Culture content construction on basis of learner demand 3). Textbook development considering learner culture mastery degree and culture teaching syllabus 4). Textbook development based on systematic culture education theory 5). culture speciality textbook and korean study textbook for culture independence education 6). Textbook development utilizing culture education programs and multi-media culture education materials. The orientation of korean culture education text book development should be focused on cooperative culture comprehension between the origin culture and target culture. Also Korean culture education text book should help foreign learners in acknowledging cultural differences in order to reduce and culture shock. This result of this study can assist in publication of the ideal a culture textbook capable of promoting culture education efficiently and opening up new areas of culture education

7차 「사회,문화」 교과서의 문화교육 내용 분석

김영순 ( Young Soon Kim ),김정은 ( Jung Eun Kim ) 경북대학교 중등교육연구소 2004 중등교육연구 Vol.52 No.2

The purpose of this study is to identify the relationship between the goal of social studies education and its practical strategy. To reveal the process clearly, we analyze middle school social-culture textbook contents. The goal of cultural education in the social studies education is embodiment of communicative and creative human being. To accomplish this object, we suggest the concepts of cultural education as “education throuh the culture”, “education about the culture” and “education for the culture”. “Education through the culture” which means using culture at the specific educational goal consists of using real culture pedagogy. “Education about the culture” means education toward itself such as definition, improve literacy about various culture. This may be apply social-culture textbook content analysis result. “Education for the culture” is related to the creation of the culture. This educational purpose is connected to the goal of cultural education which is communicative and creative human being. According to our research, the 7th social-culture textbook tends strong bias toward anthropological culture perspective. Also, it is limited to reflect recent cultural environments. Therefore, it is important to change social-culture curriculum in order to autonomy and improve teenagers talent. If then, where is the answer? The answer is using culture-semiotic technique established textbook techniques. To accomplish this goal, it is necessary semiotic framework approach on social -culture curriculum.(INHA Univ.)

대도시 노인문화예술교육에 대한 현황분석 - 부산광역시의 노인교실과 노인복지관을 중심으로 -

박응희,한현우,정미경,이병준 한국문화교육학회 2011 문화예술교육연구 Vol.6 No.1

As the average life span increases, corresponding to changing society, the aged is now required to live as a self-initiated individual in various areas. In the diversified lifestyles and biological changes, the old people's self-realization desire is elevating. They are trying to participate in society actively and rediscover themselves as members of the community. The demand of the aged learners has emphasized the culture and art education as the way of not only realizing the quality of life but enhancing the creative competitiveness in the region and society. Therefore, this study discusses policy direction and theory background of the culture and art education for the old people. Also, it seeks for regional context of human resources and material resources to facilitate the culture and art education. As a result of this study, there are some problems to be propounded. Acting organizations who provide the culture and art education for the old people are financially embarrassed, so it is hard to plan and invest in the senior programs and improve professionality for senior education trainers. As the aging society has come, people realize importance of education for old people as a lifelong education. Especially, the culture and art education for the old people is more important to improve senior's life quality and strengthen the social and emotional bond. Thus, the culture and art education for old people is suggestive in operating and planning curriculum that related to rediscovering themselves and restructuring their life historical experience in the view of culture. 평균 수명의 연장과 더불어 노인들은 변화하는 사회에 대응하면서 삶의 다양한 영역에서 자율적인 개인으로 생활해 줄 것을 요구 받고 있다. 다원화되는 생활양식과 생물학적 변화 속에서 노인들은 자기실현에 대한 욕구가 높아지고 있으며 사회구성원으로서 자아를 재발견하고 사회참여를 적극적으로 하려는 노력을 기울이고 있다. 이러한 노인학습자들의 수요는 삶의 질을 구현할 수 있을 뿐 아니라 지역과 사회의 창조적 경쟁력을 높이는 중요한 방안으로 문화예술교육이 강조되고 있다. 본 연구에서 노인문화예술교육의 정책적 방향과 이론적 배경을 논의보고 동시에 문화예술교육을 촉진하기 위한 지역의 인적ㆍ물적 자원의 제반 환경적 맥락을 탐색하였다. 본 연구의 결과 노인교실을 비롯한 노인문화예술교육 수행기관들의 재정상태가 그리 높지 않아 노인문화예술교육프로그램 기획에 대한 투자가 어려우며 양질의 프로그램과 강사인력 및 담당인력의 전문성 제고가 중요한 문제로 제기되고 있다. 고령사회로의 진입이 강조되면서 평생교육의 영역으로서의 노인교육의 중요성이 갈수록 강조되고 있는 가운데 노인들을 대상으로 하는 문화예술교육은 그들의 삶의 질과 정서적․사회적 유대감 강화를 위해 매우 중요하다고 볼 수 있다. 특히 노인문화예술교육이 노인들이 자신의 생애사적 경험과 체험들을 문화적인 관점에서 재구성하면서 자신에 대한 의미를 재발견해가는 학습과정으로 연계될 수 있는 기획 및 운영 등에서의 시사하는 바가 적지 않다.

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.