지역사회 기반 다문화교육 프로그램을 통한 다문화 아동의 사회문화적 적응에 관한 사례 연구 : 경기도 A다문화교실을 중심으로-

김민정 경희사이버대학교 문화창조대학원 2026 국내석사

본 연구는 경기도 수원시에 위치한 지역사회 기반 다문화교육 프로그램인 ‘A 다문화교실’의 사례를 통해 다문화 아동의 사회문화적 적응 양상을 질적으로 규명하는 데 목적이 있다. 이를 위해 2024년 10월부터 2025년 7월까지 약 10개월간 초등 저·고학년 다문화 아동 10명과 프로그램 운영진 및 자원봉사자 5명을 대상으로 질적 사례연구를 수행하였다. 자료 수집은 참여관찰, 심층 면담, 수업 일지 및 아동 과제물 수집 등 다층적인 방법을 통해 이루어졌으며, 수집된 자료는 집단 규범, 언어 소통, 또래 관계, 사회적 기술, 학습 참여의 5개 영역 분석틀을 기반으로 분석되었다. 연구 결과, 다문화 아동의 적응은 영역별로 상이한 양상을 보였다. 학습 참여 영역은 프로그램의 명확한 구조와 개별화된 지원에 힘입어 언어 능력의 개인차와 무관하게 보편적으로 높은 성취(평균 8.0점)를 보인 반면 , 언어 소통 영역에서는 가정 내 한국어 노출도와 초기 능력에 따라 격차가 심화되는 ‘빈익빈 부익부(Matthew Effect)’ 현상이 확인되었다. 특히 언어 능력은 또래 관계 형성에 있어 ‘선택적 필터’로 작용하여, 언어 숙달도가 낮은 아동은 물리적 접촉에도 불구하고 사회적 고립을 경험하는 등 단순한 접촉이 관계 형성으로 직결되지 않음이 드러났다. 또한, 본 연구는 기존 정량적 평가의 한계를 보완하기 위해 적응의 질적 수준을 가늠하는 핵심 지표로서 ‘자발성, 지속성, 상호작용성’을 도출하였다. 결론적으로 본 연구는 다문화 아동의 사회문화적 적응이 단순한 언어 습득을 넘어, 정서적 지지와 구조화된 활동이 결합된 교육 생태계 속에서 발현되는 총체적 과정임을 실증하였다. 이에 따라 향후 다문화 교육은 기능 중심의 언어 훈련을 지양하고, 언어 장벽이 있는 아동도 주도적으로 참여할 수 있는 ‘활동 중심 협동 학습’ 모형을 도입하는 등 아동의 전인적 발달을 지원하는 방향으로 확장되어야 함을 제언한다. This study explores the sociocultural adaptation of multicultural children participating in "A Multicultural Classroom," a community-based program in Suwon, South Korea. Employing a qualitative case study approach, data from 10 children and 5 volunteers were collected over ten months to examine adaptation across five dimensions. Results indicate that while Learning Engagement was universally high due toindividualized support , Language Communication demonstrated a "Matthew Effect," where proficiency gaps widened over time. Crucially, language ability acted as a "Selective Filter" for Peer Relations, limiting social integration for lower-proficiency students. The study identified spontaneity, persistence, and interactivity as key behavioral indicators of adaptation quality. Conclusively, this research highlights the need for a holistic educational ecosystem and suggests activity-based cooperative learning to bridge peer relationship gaps beyond functional language training.

중국 대학의 한국어 전공자를 위한 생활문화 교육 항목 선정 연구

김혜영 경희사이버대학 문화창조대학원 2022 국내석사

This study aims to select the items of living culture education that reflect the characteristics and demands of Korean majors in Chinese universities and set an example in establishing living culture education items, by recognizing the importance of cultural education and focusing on the living culture aspects of Korean culture. It also seeks to propose methods of education that allow Korean majors in Chinese universities to learn Korean living culture practiced in Korea. Departments of the Korean language at four-year universities in China offer not only linguistics courses, but also courses on cultural functions and performance at work. Most third and fourth year university students studying the Korean language are indeed fluent in the language itself; however, many have relatively inadequate understanding of Korean culture despite the availability of these courses. This calls for more dedicated education on Korean culture. The lack of awareness and understanding of Korean living culture results in poor interpretation or translation of subtitles and dubbing for Korean dramas and movies. All these require more appropriate education on Korean living culture. The goal of this study is to select appropriate items of living culture education for Korean language majors in Chinese universities who are not directly exposed to Korean culture. With the goal in mind, this study examined the contents of living culture education that must be taught to Korean majors in Chinese universities. The cultural education items of the International Standard Curriculum for the Korean Language were used as a reference, which is regarded as one of the most widely used method in Korean language education in both Korea and around the world. Furthermore, this study reviewed Korean culture textbooks that are actively used in school, analyzed contents related to living culture education and organized contents on cultural education in Korean language education. Subsequently, a survey was conducted on Korean majors and professors in Chinese universities to understand what they want in Korean living culture education, analyzing the difference in responses between Korean language learners and professors. Lastly, this study selected primary items of living culture education for Korean majors in Chinese universities by examining the current status of the standard curriculum and Korean culture textbooks, analyzing and reflecting the results of the survey on demands for items of living culture education from Korean language learners and professors. Five Korean language professors from Chinese universities were asked to evaluate, re-review and adjust selected items of living culture education to verify if they are applicable to education in Chinese universities. After the verification process, final items of living culture education were selected and methods for their utilization in Korean language education were proposed. This study is relevant in that it identified what Korean language majors in Chinese universities want in Korean living culture education. The study can also be used as basic materials in research on cultural education for Korean majors in Chinese universities in the future.

학습자의 사회문화 맥락을 활용한 한국어 읽기 교육 방안 연구 : 베트남 학습자의 다문화 맥락을 중심으로

안혜원 경희사이버대학교 문화창조대학원 2018 국내석사

【Abstract】 A Study on the Korean Reading Education Using the Social and Cultural Context of Learners - Focusing on the multicultural context of Vietnamese learners - An, Hei Won Department of Global Korean Studies Graduate School of Culture Creation Kyung Hee Cyber University The purpose of this study is to find a way to improve the reading ability of Korean learners using their social and cultural context. First, in chapter 1, this study examined previous studies related to reading education that considers the learner’s social and cultural context. This revealed the need for a study that examines the social and cultural context in Korean language education. In Chapter 2, this study presented the topic of this study – reading education using social and cultural context. First, reading as a process of constructing meaning was discussed. In addition, it examined the relationship between reading and context, where reading is defined as the process of recognizing the meaning of a text within the social and cultural context and reconstructing the text within the social and cultural context. And in the process of reading the text, the learner constructs the meaning of the text based on the social and cultural context of the learners through dialogue and consultation with his / her society and culture. Next, This study discussed the concept and category of context, reading education using the social and cultural context of learners, and multicultural context of Vietnamese learners in Vietnam. The learner's reading ability can be improved by considering the social and cultural context of the text and the social and cultural context of the learner. This study defined 'reading using the social and cultual contexts of learners' as a process of effectively reading texts by deriving the social and cultural context of the learners in order to construct the meaning of the text in the appropriate social and cultural context. In order to present the teaching and learning principles, it examined the features of reading professions and learning using the social and cultural context of learners and presented reading using the multicultural context of Vietnamese learners in Vietnam. Based on the concept of reading and the relationship between social and cultural context and reading, chapter 3 examined the factors that influence reading and derived four teaching and learning principles. First, the principle of proper questioning. Second, the principle of knowledge expansion. Third, the principle of subjective awareness. Fourth, the principle of application of text semantic composition. In the design process, the teaching and learning goals are to understand the intention of the learner using his / her social and cultural context, read the text, and build the meaning of the text. In the teaching and learning environment, when Dart University students in the 3rd and 4th grade encountered various texts related to Korean Studies subjects in class, they mentioned the necessity of reading using the social and cultural context of the learners in order to understand the social and cultural context of Korea . There are various media that can utilize multicultural contexts in teaching and learning materials. Among them, the novel "hen from the yard" and the multicultural concepts of "understanding other cultures" and "community" were used. Based on the four teaching and learning principles, the reading model using the social and cultural context of the learners was completed through the planning stage, the diagnosis stage, the teaching and learning stage, and the evaluation stage. Within the teaching and learning stage, the following steps were suggested: social and cultural context identification, social and cultural context setting, social and cultural context application, and social and cultural context evaluation. In chapter 4, this study presented a teaching plan of a teacher who uses the multicultural context of Vietnamese learners by applying the reading teaching and learning model that utilizes the learner's social and cultural context. Using the results of the demonstration class, in-depth interviews were conducted to further confirm the effectiveness of the demonstration class. The result of the interviews showed that the learner's own multicultural context helped their ability to read. And finally, this study suggested ways to improve the classroom teaching, and some important considerations when applying the teaching and learning model. Reading texts involves reading together the social and cultural contexts that shape the text. because understanding a text becomes difficult when the context of society and culture which influence the text is not considered sufficiently. However, reading using the social and cultural context of the learner can reduce the cognitive burden to understanding the text, and can help the learner become a more active reader while constructing meaning from the text. Therefore, this study devised a method to read texts using the social and cultural context of learners. In addition, it suggests a teaching and learning model that can be utilized in reading education by utilizing the social and cultural context of various learners. It is significant that the effectiveness of this method and models was confirmed through in-depth interviews of learners after the demonstration class.

일본인 아동 학습자를 위한 한국 언어·문화 통합교육 방안 연구 : 소학교 교사 요구 분석을 중심으로

서희영 경희사이버대학교 문화창조대학원 2015 국내석사

The purpose of this study is to present teaching methods in the Korean language and culture integrative education in order to implement Korean language and culture integrative education as a part of international understanding education at Japanese elementary schools more effectively. Improving the competency to understand Korean language and culture integrative education, with regard to international understanding education, will play an important role to truly understand Korea and develop human resources in this age of globalization. Therefore, this study is designed to research the Korean language and culture integrative education for Japanese elementary school learners as per the following discussion points. 1) Understanding current situation of foreign language education at Japanese elementary schools with regard to international understanding education of Japanese public education 2) Understanding Korean language and culture learning under the foreign language education 3) Conducting needs analysis of Japanese elementary school teachers and presenting effective Korean language and culture integrative education based on it This study consists of the following chapters in order to research effective teaching methods in the Korean language and culture integrative education which will be able to contribute to the promotion of understanding Korea for Japanese elementary school students. In Chapter 1, the purpose of the study, review of literature on international understanding education in Japan, Korean language and culture integrative education, and a selection of topics on Korean language and culture were discussed. Then I presented a general orientation from the point of the scope and methodology of the study. In Chapter 2, I discussed the current situation of international understanding education in Japan, the current situation of foreign language education in Japanese elementary schools, and curriculum of Korean language and culture integrative education. Next, I classified the contents of activities for the Korean language and culture education in the elementary school subjects. In Chapter 3, based on the analysis of the needs survey for selection of the Korean language and culture topics, I selected the contents of integrative education and discussed implication of these needs. In Chapter 4, I presented yearly units and hours of the teaching method in Korean language and culture integrative education for Japanese public elementary school learners. I also showed a syllabus and a sample of teaching plans with topics which were preferred by the 6th grade teachers. In Chapter 5, I summarized the study and discussed suggestions for future research and limitation.

문화 교육을 위한 한국어 교원용 지침서 개발 방안 연구 : 여성결혼이민자 대상 교원을 중심으로

신남미 경희사이버대학교 문화창조대학원 2014 국내석사

<ABSTRACT> Study on developing a Korean Language Teachers' Guide for cultural education -Focusing on Korean Language Teachers for married female immigrants Shin, Nam-Mi Department of Global Korean Studies Graduate School of Culture Creation Kyung Hee Cyber University This study aimed at providing help for effective cultural education by developing a teacher's guide. To achieve the goal, it addresses how Korean language teachers understand the cultural education, looks at what their requests are, and analyzes existing guides to find out problems. Through Korean language teachers' practical recommendations, prototype teachers' guides can be developed for more effective cultural education. Chapter one states the purpose and necessity of this study. It also describes previous studies and study methods. In these previous studies, the role and the necessity of cultural education and intercultural education are summarized. Chapter two presents the academic backgrounds of Korean teaching guides for cultural education. It summarizes the meaning and the goal of cultural education, and observes cultural relativism together with interculture studies in terms of understanding intercultural education. Furthermore, it separates and describes the roles of the teacher and the teaching guide. Chapter three studies Korean language teachers' recommendations. Preliminary research was done through in-depth interviews and the research results of the survey were compiled. The survey consists of 8 questions about respondents, 5 questions about teachers' guides, and 10 questions about cultural education. In addition, the results of request survey are analyzed and summarized. Chapter four lists and categorizes existing Korean and cultural education teachers' guides published in Korea and overseas. Because this study's focus is on beginner learners, the following teacher's guides were selected:『Korean Language Teacher's Guide for Married Female Immigrants 1&2』,『Teacher's Guide for a Social Integration Program for Beginner Korean Learners 1&2』, 『Teachers' Guide for Tailored Korean-English Speaking Learners 1&2』, and 『Teachers' Guide for Beginner Learners 1&2. Chapter five, based on the recommendations listed in chapter three and the teacher's guide analysis in chapter four, presents direction for developing a Korean language teachers' guide and teachers' guide prototype. Culture section 5 of 『Korean for Married Female Immigrants 1』 and Taegeukki and Korean National Anthem are used as models for cultural education. Articles and documents about married female immigrants have been collected through interviews and papers they have submitted. The guide has been presented to understand the difference and diversity of other cultures by comparison and contrast. This study is meaningful in supporting effective cultural education because it presents a model for a cultural education teachers' guide. This study targets minimizing preparation time for cultural education, overcoming insufficient cultural knowledge of other cultures, and assisting cultural education utilizing the information and cultural activities in the guide model. The quality and the quantity of education may vary depending on a teacher's individual knowledge and interest, yet a cultural education following the guide would systematically contribute to cultural education. Inter-culture education is expected to develop respect for others' cultures and good communication that overcomes prejudice and conflicts caused by cultural difference. This study is a starting point for developing a professional guide for cultural education. Key words Cultural education, Purpose of cultural education, Intercultural education, Teachers' guide, Structure and model of teachers' guides, married female immigrants, role of teachers' guide.

한국 문화 상징 어휘 분석 연구 : 아리랑 가사 어휘장을 중심으로

이홍국 경희사이버대학교 문화창조대학원 2013 국내석사

The purpose of this study is to facilitate the visualization of the Arirang world and to analyze the symbolism of Korean culture contained in the lexicon or vocabulary forming the Arirang lyrics. To reach this aim, Arirang lyrics scattered domestically and abroad were gathered and a volume of 13,138 lines of Arirang lyrics corpus that enable expansion were constructed. Then, a lexicon search engine was devised using Cygwin and VBA and this search engine was used as an analytical tool to sum up the vast volume of Arirang lyrics corpus into approximately 2,000 words to enable better examination, reproducing a balanced miniature version of Arirang. The lexical groups contracted from these processes were rearranged according to adjoined extensions. These rearrangements were then employed to form a lexical field according to each topic that had the same relationships despite their different level structure in terms of culture category. Then, the lexicon of ideological culture carrying Korean culture’s symbolic meaning in Arirang lyrics was identified from the lexical field and its symbolism was analyzed. Symbolism was analyzed by applying the analytic tool built based on Essence-Function Theory (體用論) that was the Korean-style cognitive structure commonly around during the period when Arirang was created and passed on. This analysis was then used to assess and suggest the symbolic meaning of Korean ideological culture inherent in lexicon forming Arirang lyrics. Analysis results showed that Arirang constitutes a sum of Koreans’ lives and thoughts and as such, proves to be a repository of the rhetoric among people best reflecting Korean culture for the field of Korean studies. The significance of this research rests in its attempt of visualizing the symbolism of Korean culture contained in Arirang lyrics.

지역 커뮤니티 활성화를 위한 문화예술공간 운영 방안 ? 양평군을 중심으로 -

윤여진 경희사이버대학교 문화창조대학원 2023 국내석사

본 연구에서는 커뮤니티 활성화를 위한 문화예술공간의 운영 방안에 관해 연구했다. 연구의 범위 지역인 경기도 양평군은 도농 복합 도시임에도 자녀의 교육을 위한 이주이거나 귀농 귀촌하는 이주민이 늘어가며 꾸준히 인구가 증가하고 있다. 그로 인해 발생하는 선주민과 이주민의 갈등이 잦아짐에 따라 지역 커뮤니티가 약화 되는 문제를 겪고 있다. 문화예술을 통해 지역의 문제를 해결하기 위해 양평군의 문화예술공간 사례지를 분석하고 지역 커뮤니티 활성화를 위한 문화예술공간의 운영 방안을 제시하고자 했다. 양평군의 문화예술 프로그램은 관광객을 대상으로 하는 경우가 많아 지역주민들의 요구와 지역적 특성을 반영하지 못하고 있다는 문제가 있었다. 따라서 시민들이 문화예술에 대한 접근성을 높일 수 있도록 매개가 되어 주는 문화예술공간과 더불어 문화예술공간이 지역 커뮤니티 활성화에 미치는 영향, 문화예술공간이 지속성을 갖고 자립 가능한 운영 방안을 다음과 같이 제시했다. 첫 번째는 지역성 강화를 위한 문화예술 콘텐츠 개발이 필요하다. 문화예술공간에서 읍·면 단위의 지역 콘텐츠를 발굴하여 개발하여야 하며 기존에 활용하고 있는 콘텐츠를 발전시켜야 한다. 두 번째 방안으로는 문화예술 활용방안으로 지역 커뮤니티 활성화를 위한 문화예술교육 프로그램과 지역 커뮤니티 참여형 공공예술 프로젝트 운영이 있다. 양평군의 문화예술 관련 체험의 기회가 적기 때문에 공공기관에서 운영하는 교육프로그램의 경우 문화예술 체험에 가까운 원데이 클래스를 지원하고 있다. 이러한 프로그램을 반가워하는 주민들도 있지만, 일회성 행사나 체험으로 그칠 수 있어 지역의 특성을 반영하지 못하고 있으며 교육에 참여한 지역주민의 지속적인 관심을 끌기 어렵고 커뮤니티 활성화를 기대할 수 없다. 또한 문화예술 공간 주체의 지역 커뮤니티 참여형 공공예술 프로젝트를 운영하여 지역 커뮤니티 활성화에 이바지할 수 있다. 기존의 양평군 지자체가 운영한 공공예술 프로젝트는 특정 단체에서 자체적으로 진행하여 일부 예술가들이 받는 혜택에 지나지 않았다. 문화예술공간과 공공공간을 활용하여 직접 참여함으로써 공간의 상태를 개선하는 동시에 지역과 공간에 애착을 형성할 수 있다. 세 번째로 양평군은 지리적 특성상 산지와 농가가 많아 문화예술 공간 간의 거리가 멀어 교류가 어렵다는 문제가 있어 교류 부재의 문제가 있다. 이를 위한 협력체계와 양평문화예술 거점 공간 구축이 필요하다. 거점 공간은 물리적 공간뿐만 아니라 온라인을 통한 가상공간에서도 실현하여 문화예술공간의 공생과 협력의 기반이 될 것이다. 본 연구는 양평군의 문화예술 공간을 중심으로 지역 커뮤니티 활성화를 위한 문화예술 공간 운영 방안을 중점적으로 다루었다. 양평군의 문화예술 공간이 지속성을 가지고 자립하기 위해서는 지역의 특성을 바탕으로 지역주민들의 적극적이고 자발적인 참여와 운영 주체와 주민들 간의 소통이 기본으로 되어야 한다. 또한 공공 운영공간과 민간 운영공간의 교류를 통해 공간 간의 협력과 각 공간의 역할에 맞는 프로그램과 지원하여 양평군의 문화예술공간에서의 활동이 지역 커뮤니티와 지역 문화예술 활성화를 기대한다.

문화 기반 한국어 교육을 위한 텔레비전 파일럿 프로그램 설계 방안 연구

이주란 경희사이버대학교 문화창조대학원 2014 국내석사

본 연구는 ‘언어 중심의 언어 통합’ 교육에 대비되는 말로서 ‘문화 중심 또는 문화 기반의 언어 통합’교육을 전제로 한 한국어 교육 프로그램을 대중성과 시각성의 장점을 가진 텔레비전이라는 매체 속에 실현하는 것을 목적으로 한다. 이는 단순히 텔레비전의 광고나 드라마, K-POP 등을 활용한 교육이 아닌 텔레비전 자체가 하나의 온전한 한국어 교육 과정 역할을 할 수 있도록 한 것이다. 그에 따른 연구 내용은 다음과 같다. 지금까지 제작된 한국어 교육 프로그램을 미디어 교육 측면과 한국어 교육 측면에 따라 분석한 후 장단점을 고려하여 교육 방송의 역할과 한국어 교육 원리에 근거한 교육 과정을 통해 시범적인 방송인 파일럿 프로그램을 설계한 것이다. 외국어 교육 분야에서도 한국어 교육이 어느 정도 자리매김을 하고 있는 EBS의 한국어 교육 프로그램에서는 결혼여성이민자나 다문화 가정의 학습자를 위한 한국어 교육프로그램은 증가하는 반면, 한류의 영향으로 한국 문화에 관심이 많은 학습자, 그 중에서도 문화 교육의 비중이 높아지는 초급 중후반 학습자들을 위한 프로그램은 거의 찾아볼 수 없는 실정이다. 이들을 위한 교육 프로그램이 만들어진다면 텔레비전을 통한 한국어 학습자의 증가 뿐 아니라 제작된 프로그램의 실효성에 따라 세계 여러 나라의 언어로도 번역이 되어 공급될 수 있는 기회가 될 것이다. 위와 같은 목적과 연구 방법, 기대 효과를 가지고 문화 교육 교재 및 텔레비전 교육 프로그램을 분석한 결과 본 연구에 필요한 문화 항목은 생활문화, 제도문화, 예술문화를 주된 항목으로 언어문화와 한국의 개관에 대한 부분으로 드러났다. 교육 과정은 일반적인 한국어 교육 과정을 따랐으며, 방송에서 자막 활용을 극대화하여 시각적인 효과를 보일 수 있도록 파일럿 구성안을 마련하였다. 이에 본 연구는 텔레비전이라는 매체가 가진 영상적인 장점을 취해 한국어 교육 원리를 적용한 ‘문화 기반 한국어 교육’ 모델을 제시한 것에 의의가 있다. 검색어 : 한국 문화, 한국어 교육, 텔레비전 방송, 프로그램 설계, 문화 항목, 한류, 문화 기반, 미디어 교육, 문화 중심 언어 통합 교육. 언어문화. This study purposes to realize the Korean education program based on ‘culture-focused or culture-based language integration’, which has the opposite meaning from ‘language integration by focusing on language’, on the media, television, that has the advantages of popularity and vitality. This is not an education that uses simple advertisements, drama series, and K-POP, but makes television itself to play a role of a complete Korean education curriculum. The study designed a pilot program, which is the trial program, through the curriculum based on the role of an education broadcasting and Korean education theory by considering its advantages and disadvantages after analyzing the existing Korean education programs until now in both aspects of media education and Korean education. From EBS Korean education programs, which had been emerged as a leader of the Korean education even from the foreign language area, increased its number of Korean education programs for married women immigrants and learners from multi-cultural families, however, it is difficult to find the programs for beginners and intermediate learners who takes much ratio in the cultural education. If such program is made, it would increase the number of Korean learners through the television and also would be an opportunity to provide it to various countries as translating into their languages according to the effectiveness of the program. As a result of analyzing cultural education textbooks and television education programs with above purpose, studying method, and expectations, the major cultural items required for this study were appeared to be living culture, system culture, and art culture as parts of language culture and an overview of Korea. The curriculum followed the general Korean education courses, and prepared the pilot plan to have the visual effect by maximizing the subtitles during the broadcasting. Therefore, this study has its means in proposing the ‘culture-based Korean education’ model that applied the Korean education theory with the visual advantage that the media, television, has. Key words: Korean culture, Korean education, television broadcasting, program design, cultural item, Korean wave, culture-based, media education, culture-based language integrated education, language culture.

재일동포 아동 대상 한·일 역사문화 교육 항목 선정 및 교육 방안 연구 : - 교류와 갈등을 중심으로 -

김민선 경희사이버대학교 문화창조대학원 2022 국내석사

This article recognizes the importance of Korea-Japan history and cultural education considering the lives of Korean students living in Japan. It is to prepare a plan to assist them grow into a knowledgeable global talents with balanced perspective. By diving the culture into exchanges and conflicts, studying them in an appropriate order, both Korea and Japan will be able to recognize that exchanges and conflicts had been repeated. Although they recognized the need for history and culture education for Korean children in Japan, they often do not eliminate effective educational needs. In the case of history and cultural education related to Korea and Japan, Korean students in Japan experienced confusion due to differences in views between Korea and Japan. The interviews with experts and questionnaires exemplified these differences. In order to find solutions to these issues, this article must first grasp the current status of history and cultural education in Korea and Japan for children. It should also educate the historical culture of conflict and exchange in an appropriate manner so that Korea and Japan can recognize that they developed into each other through mutual cooperation, and that they have been at odds with each other. For this reason, this article proceeded with the following procedures: Chapter 1. To clarify the necessity and purpose of this article and presents research methods. Furthermore, the research trend and direction of this article were examined through prior research analysis. It was found that history and cultural education for overseas Korean children needs to be balanced considering their local lives. Chapter 2. Analyzed the social studies curriculum of Korean elementary schools, Japanese elementary schools, and Hangul schools by limiting the historical and cultural terms and scope of children's learners. Chapter 3. We analyzed the contents of history and culture related to Korea and Japan through textbooks and study sites of educational institutions. Focusing on the scope analyzed in Chapter 2, after analyzing the textbook, five experts at the Korean language school were interviewed and 56 parents of the Korean language school were surveyed to reflect the demands of the site. Chapter 4. Item screening was conducted. First, 52 historical and cultural items related to Korea and Japan were extracted through textbook analysis. Seven items were presented separately, showing differences in views between Korea and Japan. Second, through the interviews with experts, we prepared five criterias for screening items and categorized them into items of exchange and conflict for effective presentation. Items that were presented were categorized as exchange and conflict to experts at Hangeul School and derived 17 historical and cultural items. Thirdly, 17 historical and cultural items were finally verified. In the parent survey, 16 final items were derived by adding and excluding items. After completing item selection, item arrangement was carried out. First, related historical culture is summarized as the main theme. The small themes were arranged so that the historical culture of exchange and conflict were presented in the appropriate order, then the historical culture is arranged from modern to ancient. Chapter 5. Prepared specific educational measures based on the textbook composition of each educational institution. It consisted of three stages: introduction, development, and review. Based on the Doing History, a concrete educational model has been prepared that starts with the daily lives of child learners and moves around the world. Based on the educational model, two educational plans for the Japanese Invasion of Korea and the Joseon News Agency were drawn up. Through this kind of history and culture education, we look forward to Korean children in Japan who have grown into global talent and are active around the world.

재외동포 학습자를 위한 한국어 문화어휘 선정 및 활용 방안 연구

권정민 경희사이버대학교 문화창조대학원 2023 국내석사

본 연구는 재외동포 학습자를 위한 문화 교육의 기초를 마련하기 위해 문화어휘를 선정하고 이를 토대로 문화어휘 활용 방안을 제시하였다. 재외동포 아동 청소년 학습자들의 문화 교육은 의사소통을 넘어서 자신들의 정체성과도 직접적으로 관련되어 있으므로 문화를 바탕으로 둔 연구는 여전히 중요하다고 할 수 있다. 따라서 본 연구에서는 문화 교육의 기반이라고 할 수 있는 문화어휘를 체계적으로 선정하고 이를 바탕으로 활용 방안을 제시하였다. 1장에서는 재외동포를 위한 문화어휘 구축에 대한 필요성과 목적을 설명하고 문화어휘 설정과 관련한 연구 절차와 내용을 기술하였다. 본 연구를 위한 논의의 바탕을 마련하고자 선행연구에서는 재외동포를 위한 한국어 문화 교육의 현황과 교재 개발에 관한 전반적인 흐름과 문화어휘 관련 연구를 함께 살펴보았다. 또한 본 연구에서는 선정된 교재의 문화 텍스트를 분석하고 핵심어 추출을 위해 언어 네트워크와 관련한 연구도 함께 검토하였다. 2장에서는 어휘 선정의 기반을 마련하기 위해 문화 교육 배경의 연구를 다섯 가지 측면에서 살펴보았다. 첫 번째는 재외동포 학습자를 위한 문화 교육의 목표를 알아보았다. 그동안 재외동포 학습자를 위한 문화 교육의 목표는 정체성을 바탕으로 문화적인 역량을 기르면서 한국 이해를 바탕으로 제시되었다. 본 연구에서는 더 넓은 관점으로 문화 목표를 설정하기 위해 「국제 통용 한국어 표준 교육과정(2017)」의 교육의 목표를 검토하였다. 이를 바탕으로 재외동포 학습자를 위한 문화 교육의 목표를 전통문화와 현대문화를 이해하면서 상호문화적인 관점을 포함할 수 있도록 재설정하였다. 두 번째는 문화어휘의 개념을 설정하였다. 문화어휘의 개념과 분류가 학자마다 다양하게 정의되고 있기 때문에 이들의 공통된 견해를 정리하여 재외동포 학습자에게 적합한 문화어휘의 개념을 다시 기술하였다. 세 번째는 문화어휘 선정을 위한 분류 항목을 설정하여 본 연구의 기초를 마련하였다. 선행연구의 분류 기준에 맞추어서 6개의 대분류와 그 아래에 28개의 하위 분류를 두어 그 과정을 상세화하였다. 네 번째로는 문화어휘의 수업 방안을 모색하기 위해 교육의 원리를 검토하였다. 재외동포 학습자를 위한 교수 방안은 학습자의 동기 부여를 높이고 흥미를 자극하면서 협동적인 수업으로 유도할 수 있도록 설정하였다. 다섯 번째로는 언어 네트워크에 대해서 알아보았으며 중심성 분석에 대한 원리와 개념을 검토하였다. 이러한 원리를 바탕으로 문화어휘의 선정 기준을 파악하고 이를 3장에서 구체화하였다. 3장에서는 선정 절차를 도식화하여 최종 문화어휘 도출 과정을 기술하였다. 문화어휘 선정을 위한 방법으로는 객관적인 방법과 주관적인 방법의 장점을 고려한 절충적인 방법으로 문화어휘를 선정하였다. 객관적인 방법으로는 교재의 중복 출현도와 선행연구에서 선출된 문화어휘와의 교차 분석 그리고 중심성 분석을 활용하여 통합교재의 주요 핵심 어휘를 추출하였다. 그리고 주관적인 방법으로는 한글학교 교사들의 선호도 조사와 연구자의 어휘 첨삭 기준에 관한 과정을 기술하였다. 4장에서는 선정된 문화어휘 총 578개의 결과를 항목별, 주제별로 제시하였다. 5장에서는 선정된 어휘를 바탕으로 중심성 분석에서 나타난 핵심어의 단어 쌍을 활용하여 마인드맵, 핵심어를 중심으로 문장 만들기 그리고 초성 게임 활동을 제시하였다. The purpose of this study is to prepare cultural vocabulary for integrated Korean education and to suggest methods of teaching way for overseas Korean heritage learners. Through this, students can learn about Korean culture that basis on learning Korean as well as understand the connoted cultural knowledge through cultural vocabulary. In Chapter 1, through the preceding studies, the purpose and necessity of the study were suggested and described it. Chapter 2 provides the basics for discussing cultural vocabulary for Korean heritage learners. In Chapter 3, the textbook for Korean heritage learners was analyzed with the procedure of the cultural vocabulary list. In this study, cultural vocabulary was selected in an eclectic way that can be united by both objective and subjective methods. In Chapter 4, a total of 578 selected cultural vocabularies were presented by item and subject. In Chapter 5, based on the selected vocabulary, activities such as mind map, sentence making based on the keyword, and initial consonant game were presented using the word pairs of the keyword shown in the centrality analysis. Although there have been many studies on cultural education, not many studies were discussing cultural vocabulary for Korean heritage learners. This study is meaningful to set the cultural vocabulary for integrated Korean learning and examined various methods of utilizing Language networks for Korean heritage learners.