지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
KSL curriculum emphasized the necessity for foreigner to not only ‘communicative learning Korean’ but also ‘Korean Learning Materials’ in 2012. Thus key vocabulary in the language material of Korean language, mathematics, society and science presented in the learning capabilities and strategies to communicate. As Korean education is recognized as a regular curriculum for 1 year at this point, the main element of the content in KSL curriculum, ‘Korean Learning Materials’ is taught at school according the goal intention and this process requires the learner"s needs, taking surveys. Prior to the status of the korean class, you should consider the special situation that faces the Korea Immigration learners. Classified as a type of ‘content language integrated approach’ of the Met (1998), I suggest to considering the circumstances of their proposed direction of Korean education and training courses. And we grasp the real subject class status and Korean schools through in-depth interviews with two students currently attending middle Immigration Multicultural High School. The current status was obtained through analysis of the implications of the middle class in the curriculum content and teaching Korean immigration learners alternatives were presented accordingly. We should divide class into teacher factors, learner factors, subject members, curriculum factors, materials in the future, and this multicultural learners can reflect a variety of situations should be the educational approach.
목차
Ⅰ. 서론
Ⅱ. 한국어 교육과정의 이론적 배경과 학습 한국어의 용어 정의
Ⅲ. 내용-언어 접근법을 통한 다문화 학급 형태 제시
Ⅳ. 심층 면담을 통한 한국어 교육과정 및 표준 교과서의 개선 방안
Ⅴ. 결론
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UCI(KEPA) : I410-ECN-0101-2015-700-002884831