코로나19 대응 사례를 통해 살펴본 재미한글학교의 역량과 의의

김태진 재외한인학회 2022 在外韓人硏究 Vol.56 No.-

Korean education in the Americas has been in line with the history of Korean immigration for 115 years, and the Korean School, a representative identity education institution, is the world's largest scale and has established itself as a cradle of next-generation root education. However, in March 2020, due to the COVID-19 pandemic, schools were ordered to close in the Americas, facing a crisis of having to stop education. In this paper, we looked at the capabilities, educational effects, and significance of Korean schools in times of crisis, paying attention to cases of responding to COVID-19, such as switching to non-face-to-face classes, conducting online class training, and sharing teaching methods and materials. As a research method, various data were collected through interviews with the principal, teachers, and parents of the Korean Schools, and chairmen of Association of Korean Schools, as well as through the website of Korean Schools and Association and Korean media articles. First, the history and value of Korean-American education, and the current status of Korean School and were examined. Specific examples largely shed light on the passion and efforts for root education and functions of next-generation American educational institutions, such as preparation and process for online education, content and implementation, centering on Association and Korean school. Finally, the capabilities and educational effects of next-generation educational institutions for overseas Koreans who achieved uninterrupted education and developmental changes in the era of crisis were identified. Through this, the significance of strengthening the status as an educational institution, realizing the educational values of cooperation and symbiosis, and conducting future-oriented education leading the times, and proposing to strengthen the capacity as a professional educational institution. 미주 지역의 한인 교육은 한인 이민 역사와 궤를 같이하며 115년을 이어오고 있고 대표적정체성 교육기관인 한글학교는 세계 최대 규모를 자랑하며 차세대 뿌리교육의 요람으로 자리잡았다. 그러나 2020년 3월 코로나19 대유행으로 미주 지역에 휴교령이 내리면서 대면 교육을 중단해야 하는 위기를 맞았다. 본고에서는 한글학교가 비대면 수업으로 전환하며 온라인 수업 연수 실시, 교수 방법과 자료를 공유하는 등 코로나19에 대응한 사례에 주목하면서위기의 시대 한글학교의 역량과 교육 효과 및 의의를 살펴보았다. 연구 방법으로는 한글학교장, 교사, 학부모와 협의회장과의 인터뷰 및 한글학교와 협의회 홈페이지, 한인 언론 기사등을 통해 다양한 자료를 수집하였다. 먼저 재미한인 교육의 역사와 가치, 한글학교와 협의회의 현황을 살펴보았다. 구체 사례는 크게 협의회와 한글학교를 중심으로 온라인 교육을위한 준비와 과정, 교육 내용과 실시 등 미주 차세대 교육기관의 기능 및 뿌리교육에 대한열정과 노력을 조명하였다. 마지막으로 위기의 시대 중단 없는 교육과 발전적 변화를 이루어 낸 재외동포 차세대교육 기관의 역량과 교육 효과를 파악하였다. 이를 통해 한글학교의교육기관으로서의 위상 강화, 협력과 공생의 교육 가치 실현, 시대를 선도하는 미래지향적교육 실시라는 의의를 도출하고 전문 교육기관으로서의 역량 강화를 위한 제언을 하였다.

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.

The Nature of Korean Legal Culture and Challenges of Law Related Education in Civic Education

박성혁 서울대학교 교육종합연구원 2009 The SNU Journal of Education Research Vol.18 No.-

Generally speaking, the legal culture influences validity and appropriateness of learning contents in law-related education. The purpose of this study is to comprehend marked characteristics of Korean legal culture and to seek implication for developing appropriate learning contents of law-related education in civic education. Because of the impact of Confucian ideas on Korean legal culture after Choson Dynasty, there is a little tendency to perceive that law is not a facilitative tool for protecting individual rights but simply a punitive tool for compelling ritual norms. Also Confucian ideas have an impact on Korean legal culture which regards private connection as important since private ritual norms are considered much more important than law. These characteristics of Korean legal culture remained up to now, because of unhappy historical experiences, for example, The Japanese colonial days, ideological conflict and social disorder after Liberation and Korean War. But these days, much changes are occurring in the cultural context of Korean society such as improvement of social structure, facing a multicultural society, emphasis on trust, emphasis on citizenship internalization, preparation the unification and globalization, and many others. According to these changes in the cultural context, for developing Korean civil society, law-related education in civic education should focus on reinforcement of learning legal cultural in formal curriculum, cultivation of positive legal consciousness, strengthening a participatory attitude, training a legal consideration, institutionalization of conflict resolve, and development of a legal consciousness in everyday life. Generally speaking, the legal culture influences validity and appropriateness of learning contents in law-related education. The purpose of this study is to comprehend marked characteristics of Korean legal culture and to seek implication for developing appropriate learning contents of law-related education in civic education. Because of the impact of Confucian ideas on Korean legal culture after Choson Dynasty, there is a little tendency to perceive that law is not a facilitative tool for protecting individual rights but simply a punitive tool for compelling ritual norms. Also Confucian ideas have an impact on Korean legal culture which regards private connection as important since private ritual norms are considered much more important than law. These characteristics of Korean legal culture remained up to now, because of unhappy historical experiences, for example, The Japanese colonial days, ideological conflict and social disorder after Liberation and Korean War. But these days, much changes are occurring in the cultural context of Korean society such as improvement of social structure, facing a multicultural society, emphasis on trust, emphasis on citizenship internalization, preparation the unification and globalization, and many others. According to these changes in the cultural context, for developing Korean civil society, law-related education in civic education should focus on reinforcement of learning legal cultural in formal curriculum, cultivation of positive legal consciousness, strengthening a participatory attitude, training a legal consideration, institutionalization of conflict resolve, and development of a legal consciousness in everyday life.

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.

시를 통한 한국어교육의 실제

이영조(Lee Young-jo) 한국비평문학회 2008 批評文學 Vol.- No.28

The most salient character of literature is that is composed with linguistics. The language from the literature is a Korean asset which is carried out in actual and detailed situation. Especially, Korean literature is the cultural assets if Korean which originates from the concrete situations and the actual state of the culture which delicately refined. The meantime, practical methods of the literature have been discussed constantly in Korean education. If we assume that the most recent goal of linguistic education is improvement of ability in communication, literature education is one of the most suitable methods of education. The reason is learners prefer speaking languages fluently in everyday life to using linguistics in standardised teaching materials. In addition, the final goal to be achieved of teaching Koreans as a foreign language is about understanding Korean linguistics culture. Followed this, goal of Korean linguistics' education also has to be adjusted from basic communication to high level of communication ability, ability of building linguistic culture. Again, goal of Korean education through the literature is not to teach huge Korean literature, but to teach efficiently with linguistics. This is a way of being mature human being at same time. This paper will preferentially look into connection between literature and Korean education, but we also consider how to apply Korean education to writing education. The next step, we extend Korean class area from focusing in reading materials to improvement of reading skills through practical use in Korean education, understanding of Korean culture etc. As we provide the actual education plan, which can improve the learners' esthetical experience, we can achieve the integrated education curriculum. Therefore, this paper will show the class method in actual use to discover effective value over importance of Korean education though the literature. One the other hand, this paper is also carrying a meaning to check present position of Korean education.

Korean Studies Education in Thailand

Soontaree Larprungrueng,Lee Sang Beum 한국태국학회 2020 한국태국학회논총 Vol.26 No.2

This research aimed to study the current status of Korean Studies education in Thailand. The strengths and weaknesses of Korean Studies education were examined. In this study also showed the obstacles and problems for development of Korean studies education in Thai and showed some suggestions for future development. Korean language education in Thailand began in earnest from the mid-1980s. Currently, many universities teach Korean, and 11 universities of them offered as major. Since 2008, Korean has been designated as the second foreign language of high school, and students are learning Korean in middle and high school level. There are three strengths of Korean studies education in Thailand. First, Thailand is the center of ASEAN, with low cost of living and labor and convenient transportation, and many Korean investors come and invest. This means an expansion of the job market. Second, the Thai government recognizes and acts on the importance of Korean language education. Third, institutions that promote Korean Studies education in Thailand are increasing. There are Korean Studies Center, Korean Education Center, Korean Cultural Center, and King Sejong Institute in each region of Thailand. There is also a weakness in Korean Studies education in Thailand. Lack of Korean language instructors, lack of proper and adequate textbooks for Thai learners, problems with the management of Korean studies centers, and lack of budget to promote Korean studies. These weaknesses are considered to be a major obstacle to the development of Korean studies in Thailand. Some suggestions for the development of Korean Studies education in Thailand. Academic exchanges should be more active in exchanges between Korea and Thailand. The number and skills of Thai Korean language instructors should be improved. The program for training and improving Korean language proficiency should be increased. Korean studies researchers and Korean language instructors are urgent to produce and develop textbooks and learning materials suitable for Thai learners and to promote the development of Korean studies in Thailand, it is urgent to establish a network of Korean instructors throughout the country for further cooperation.

한국어교육학 학술지의 현황과 분석

김용현 국제한국어교육학회 2011 한국어 교육 Vol.22 No.3

The purpose of this article is to analyze the characteristics of the Korean Language Education and its relevant journals by comparing and re-establishing the academic periods of Korean Language Education. To this end, at beginning, the related journals from Korean Language Education have been collected and selected, and then a data base has been built. Finally, the analysis of ‘Korean Language Education’ relevant papers were selected, to this end, each journal has been analyzed by each year by year and has compared. As a result, ‘The Language and Culture’ journal and ‘Journal of the International Network for Korean Language and culture’ were mainly announced the papers, which were related to the Korean cultural education and Korean culture. The journal of ‘Bilingual Research’ has higher proportion of Bilingual education and Korean Language education. In addition, ‘Journal of Korean Language Education’ is as comparison of variety research subjects, paper compilation, frequency of publication, and history, it evaluated as the academic journal that represent the Korean Language education. 'Teaching Korean as Foreign Language' has been published the Korean language education related papers mostly, in 2000s. In addition, the academic periods of Korean Language education history have set into 4 different time periods. The Period of Birth (1980s), the earliest period of all, had approximately 10 researches that had been presented. The Period of Growth (1990s) had about twenty to thirty researches that have been published every year. With increasing of Korean Language Education related papers, about sixty to ninety papers have been published during developed period (2001-2005). For the last, The Period of Take-Off(2006-2010), nearly 100 of papers have published every year and maximum 136 of papers(2008) have published.

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.

한국어 문화 교육 내용 양상 연구 : 문학 텍스트에 대한 양적 분석을 중심으로

신호철 淸州大學校 學術硏究所 2024 淸大學術論集 Vol.41 No.-

The purpose of this study is to examine the aspects of Korean culture education using literary texts by selecting 173 literary texts included in 71 Korean language textbooks published by major Korean language education institutions in Korea and conducting quantitative analysis. First of all, as a result of analyzing 173 literary texts by writer, all writers with the highest frequency were contemporary writers, and especially poets were all the writers with the highest frequency. Through this, it was possible to obtain implications that Korean learners could more easily access the verse text of short texts than the prose text of long texts. Additionally, I analyzed literary texts by categorizing them. Classified according to the four main categories of literary text, classic prose, contemporary prose, and contemporary verse, they were classified in great detail. As a result of the data analysis, it was confirmed that the majority of classic prose texts translated and adapted into modern Korean were included in Korean textbooks. This is due to the fact that the classic texts present the appearance of Korean traditional culture well. Additionally, it can be discovered that the fact that the majority of classical texts are contained in Korean language and culture education indicates that literary texts can be fully utilized as content materials for cultural education. Finally, I organized and analyzed Korean language textbooks containing literary texts by series. There have been various discussions about the timing of Korean language culture education. In other words, the view that culture education should be conducted from beginner learners to advanced learners was at odds, but there was little clear evidence to support each point of view. However, the quantitative analysis of literary texts contained in Korean language textbooks and used in Korean culture education showed that it was possible to grasp the perspectives of Korean language education institutions at each university that wanted to provide Korean culture education for intermediate (fourth) and advanced (five) learners, especially fifth-class learners.

조선족 민족음악교육의 실태와 발전방안 연구-산재(散在)지역 조선족학교를 중심으로-

김성희 한국국악교육연구학회 2014 국악교육연구 Vol.8 No.2

개혁개방 이후 중국사회의 체제개혁과 구조조정이 심화되면서 조선족들은 대련, 청도뿐만 아니라 북경, 상해, 천진 등 대도시로 대거 이동하고 있다. 조선족 사회의 대량적인 인구이동은 이미 연해지역이나 관내도시에 새로운 코리아 타운을 형성해가고 있으며 조선족 집거지 산재지역을 형성하였다. 이런 대도시에 살면 개인이 발전할 수 있는 기회가 많아지고, 삶의 질이 높아지는 것은 당연하나 자녀들이 다닐 수 있는 조선족학교가 부족하다는 단점이 있다. 북경의 경우만 해도 조선족들이 10만 명을 넘어서고 있지만, 조선족학교는 전무하다. 이에 본 연구는 중국 산재지역 조선족 음악교육의 도약적인 발전을 위해 실제 그 집거지역의 학교교육에서 나타난 문제점 고찰하고, 사회단체 군중예술문화의 바람직한 방향에 관하여 아래와 같이 제언하였다. 첫째, 민족문화와 민족의식과 관련한 교육은 교본과정, 종합 실천 활동, 과외활동 등 여러 가지 형태와 형식으로 진행되어야 한다. 이를 위해서는 학교 현직 교사들의 연수기회를 대폭 확대하여 전통문화예술에 대한 재교육을 실시해야 하고, 교사연수 프로그램을 제도화하여 교사들의 자발적인 참여를 유도하는 제도적인 장치를 마련해야 한다. 둘째, 민족예술 교과에서도 민족성격을 띤 내용을 되도록 잘 선정하여 학생들이 민족문화를 더 많이 이해하고 더욱 흥미를 갖고 이어받게 해야 한다. 전통음악을 쉽게 가르칠 수 있도록 교사를 위한 다양한 교육 자료를 제작하여 보급하여야 하며, 마찬가지로 학생들에게도 청소년의 정서와 수준이 고려된 다양한 시청각교재가 개발되어야 한다. 셋째, 음악교육자료의 개발이다. 이를 위하여 먼저 체계적인 전통음악 교육과정이 개발되어야 하고, 교육현장에서 필요한 각종 음악교재가 개발되어야 하며, 학교 교구 설비 기준에 일정 비율의 전통악기 보유가 포함되도록 정책적인 뒷받침이 있어야 한다. 넷째, 산재지역의 조선족교육에 새로운 활기를 부여해야 한다. 현재 청도에는 중국 연해도시에서 유일한 조선족 소학교가 2개 있지만 청도 이외의 다른 지역에서도 우리 조선족 학생들이 기타 소수민족 학생들이 받는 혜택을 향수할 수 있도록 하고, 나아가서 목표교육과 직업교육 등 다양한 형태의 미래교육 토대를 마련해나가야 한다. 빠른 시일 내에 산재지역(청도 조선족학교 등 많은 사립학교들은 공교육행렬에 편입되지 않음)도 전일제 의무교육 행렬에 편입시켜야 할 것이다. 다섯째, 조선족 민족교육은 민족전통문화를 보존, 발전하는 민족생존과 연결된 문제로 민족성원들로 하여금 민족교육 발전에 힘을 기울이도록 하여야 한다. 여섯째, 산재지역 조선족은 정부의 지도하에 민족화합에 힘쓰고 정치활동에 적극 참여하여 지역사회에 공헌하고 문화, 문명민족으로 거듭나야 할 것이다. 이 연구가 중국사회에서 자체 민족의 정체성을 지키는데 도움을 주는 조선족 문화예술교육의 각종 문제점 해결을 위해 어떠한 모델이 가장 적합한지 스스로 자문하는 기회를 부여하고, 향후 중국 조선족 문화예술교육의 새로운 모델을 설정하기 위한 전초작업을 진행하는데 보탬이 되기를 바란다. After the reformation and the Opendoor policy, the Chinese society experienced serious social changes, and Korean nationals moved toward large cities, such as Dalian, Qingdao as well as Beijing, Shanghai, and Tienjin. This large size population movement formed new Korea towns in many cities and regions. Even though the big cities have more chances for individuals to succeed and to enjoy better life, their children have less opportunity to receive Korean education. For an example of Beijing, there is no Korean school although more than 100,000 Korean-Chinese are living. Therefore, we need to urgently find the ways to reform and to develop our ethnic education, other than any other problems. This research not only points out the problems shown in the school education in the settlement area, but also suggested directions for social group to go forward for the development of Korean-Chinese music education. First, education related to ethnic culture and identity should be processed in various forms, such as curriculum, multi-participatory activities, and extracurricular activities. In order to do this, more training and updating about Korean traditional art and culture should be provided to the teachers who are currently working in the schools. Also, by institutionalizing training programs, the education should be able to provide institutional strategy to teachers and to attract voluntary participation from the teachers. Second, by selecting proper contents with ethnic nature and putting them in textbooks, we need to help student to understand Korea better and to be more interested in Korean culture. We need more supports and production of various forms of class materials that can be used in traditional music education. Class materials for easy teaching should be provided for the teachers, and new audio-visual materials with various themes and genres, well explained in the student level, should be created. Also, scholars should vibrantly do new research on efficient teaching and learning methodology. Third, the sources for music education should be developed. Most of all, systematized traditional music curriculum should be designed; musical materials for the class teaching should be developed; a policy that requires each school to prepare some Korean traditional music instruments is needed. Fourth, Korean nationality education in mainland China excepting Yanbian need refreshment. Ethnic education is a chain that connects and transmits culture. Currently, there are only two Korean elementary schools in Qingdao. These schools assigned a project for new ethnic education. We must lay the foundation of basic education firmly and set an educational system with new standard and scale for Korean nationality schools. In many other places, we must let our students to receive benefits; further, we must prepared basis for future education that shows various forms, such as goal education or job education. In the near future, schools in mainland China excepting Yanbian must be listed on the full-time compulsory education. As stated earlier, many schools, including Qingdao Korean Nationality school, are not officially registered as public education. Fifth, social members in Korean-Chinese community must put efforts in developing ethnic education because it not only preserves tradition and culture, but also let us survive. The sense of duty and responsibility are important factors in developing ethnic education and Korean arts and culture. Sixth, Korean-Chinese people in mainland China excepting Yanbian should turn over to new cultural people and civilized society. They need to strive for the ethnic harmony and to participate actively in political events so that they contribute to the local community. As keeping in mind that the key point of ethnic education is the language and culture, we should never stop searching for the ways to advance. Consequently, this author hopes that this research is a chance to question ourselves about what ...