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
While considering children’s characteristics on developments, this article aims to show the applicable possibility of Korean education in total physical response only to facilitate more natural Korean learning by linking behaviors and languages. Most of all, it continues a discussion by concentrating on Korean education targeting at those learners who take classes at school while not knowing Korean language among children of multicultural families. This is from the consequences that it will be helpful to almost every teacher in an educational areas where every teacher in charge of (Korean) education teaches Korean language targeting at Koreans in most cases, while almost every teacher recognizes that it differs from Korean education, he has difficulty in finding out or tries to look for Korean education method. This article suggests in chapter 2 theoretical grounds of total physical response which stresses on mobilization in that it is children that learns Korean. Besides, in order to show the actual process of Korean classes making use of total physical responses, it described Korean classes in chapter 3 where children of multicultural families took 8 times. In order to discuss actual classes, two teachers observed in a class, had interviews and described the pattern of the class. This is for the objectivity.
This article hasn’t solved the problem that how much effectiveness the Korean class utilizing total physical response has considering the other teaching methods. And also it has its limit in that it didn’t suggest organization on the educational contents that should be taken into consideration before application of teaching methods. However, what is important is that this article draws active participation of children as pointing out basic vocabularies that should be dealt with in colloquial Korean learning when teaching children of multicultural families in Korean education.
This article hasn’t solved the problem that how much effectiveness the Korean class utilizing total physical response has considering the other teaching methods. And also it has its limit in that it didn’t suggest organization on the educational contents that should be taken into consideration before application of teaching methods. However, what is important is that this article draws active participation of children as pointing out basic vocabularies that should be dealt with in colloquial Korean learning when teaching children of multicultural families in Korean education.
목차
Ⅰ. 들어가며
Ⅱ. 아동의 언어 학습과 한국어 교육 방법
Ⅲ. 전신반응 교수법을 활용한 한국어교육의 실제
Ⅳ. 나오며
참고문헌
Abstract
참고문헌 (1)
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UCI(KEPA) : I410-ECN-0101-2013-710-000675381