한국어교육을 위한 잠재적 교육과정 연구 : 젠더를 중심으로
저자
발행사항
부산 : 부산외국어대학교 일반대학원, 2023
학위논문사항
학위논문(박사)-- 부산외국어대학교 일반대학원 : 외국어로서의한국어교육학과 2023. 8
발행연도
2023
작성언어
한국어
주제어
KDC
710.7 판사항(5)
발행국(도시)
부산
기타서명
A study on the hidden curriculum for Korean language education : focused on gender
형태사항
v, 254 p. : 도표 ; 26 cm
일반주기명
부산외국어대학교 논문은 저작권에 의해 보호받습니다.
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참고문헌 수록
UCI식별코드
I804:21022-200000691321
소장기관
This study emphasizes the importance of hidden curriculum as a measure for promoting the balanced development of the Korean language curriculum. In addition, it highlights the need to enhance the perception of teachers toward the hidden curriculum and proposes an effective hidden curriculum application method.
The effects of the hidden curriculum cannot be easily measured owing to its implicit nature and different results achieved by individual learners. The hidden curriculum influences various situations in the education field, and their outcomes are delivered in various forms. In this regard, it is crucial to recognize the importance of the hidden curriculum and apply it in the education field. However, the establishment of the manifest curriculum has been prioritized despite such needs and has resulted in a lack of systematic discussions regarding the application of the hidden curriculum in Korean language education. Therefore, the study presents the significance and necessity of the hidden curriculum and establishes the foundation for its application in Korean language education.
To this end, the study reviewed the flow of educational curricula in South Korea and the theoretical background for the hidden curriculum to collect basic data required to develop discussions. It also examined the current status of the hidden curriculum based on the overall educational curricula in South Korea and compared the concept and characteristics of the hidden curriculum with those of the manifest curriculum. Moreover, it investigated the concepts, types, and characteristics of gender and gender stereotypes, discussed as minor elements of the hidden curriculum.
Based on the theoretical background for the hidden curriculum, this study intensively analyzed the current conditions of the hidden curriculum in the field of Korean language education. It particularly focused on gender, which is a lower element of the hidden curriculum as well as one of the main issues that has recently drawn great attention in Korea. During the analysis, we conducted a survey on the perception of teachers and learners, who were placed at the center of Korean language education, and examined Korean language textbooks used as basic tools for studying the Korean language.
The research processes are described in detail as follows. First, this study interviewed a focus group to investigate the perception of teachers and learners toward the hidden curriculum and gender and gender stereotypes, which are lower elements of the hidden curriculum. During the interviews, a group of teachers responded to questions on the hidden curriculum, gender, and gender stereotypes. A group of learners responded to questions on gender and gender stereotypes. The interview results show that most teachers were not clearly aware of the hidden curriculum and its necessity. After participating in interviews, teachers responded that the enhanced awareness of teachers of the hidden curriculum would increase the quality of Korean language education. They also addressed a need for training to enhance the perception of teachers toward the hidden curriculum. Furthermore, both groups of teachers and learners pointed out the current status of Korean society lacking gender equality and mentioned that Korean language textbooks also included numerous contents reflecting this aspect of lacking gender equality. They also indicated that they experienced several situations of gender stereotypes not only in their daily lives but also in classes. Accordingly, they stressed the necessity of improving such environments lacking gender equality.
As indicated by the interview results, both groups of teachers and learners responded that multiple elements related to the hidden curriculum were present but not explicitly addressed in Korean language textbooks. Thus, this study analyzed Korean language textbooks used frequently in the field of education.
During the analysis, 64 Korean language textbooks were selected, and they were divided into textbooks for studying the Korean language for general purposes and textbooks for learning the Korean language for specific purposes. The results showed that Korean language textbooks included contents reflecting changes in Korean society to achieve gender equality. However, most Korean language textbooks still contained content based on gender stereotypes. Particularly, traditional gender stereotypes were clearly found in content related to the appearance, roles, and social relationships between men and women. This problem should be solved, as it is likely to negatively affect the perception of the Korean language and culture among Korean learners. Second, this study proposed a method for applying the hidden curriculum in Korean language education based on the analytic results of current conditions of educational curricula including the hidden curriculum in South Korea. Considering that research on the application of the hidden curriculum in the field of Korean language education is currently in the initial stage, it developed the method based on teachers and textbooks, both of which are the most essential for Korean language education. Accordingly, it presented the necessity of clearly describing the hidden curriculum in the educational curriculum for teachers to enable Korean language teachers and relevant educational institutions to be accurately aware of the hidden curriculum. Furthermore, it introduced practical measures for enhancing the perception of teachers towards the hidden curriculum based on the concepts of gender and gender stereotypes, which can be applied to the educational curriculum for teachers. Moreover, it established standards for the development of Korean language textbooks, which prevent the developed textbooks from discouraging Korean language learners who study the Korean language and culture. The established standards reflect the results of analyzing textbooks derived from this study to promote the production of textbooks oriented toward gender equality in both internal and external domains.
The hidden curriculum serves as a critical element for Korean language education from various aspects, whereas few studies have systematically analyzed the application of the hidden curriculum in the field of Korean language education. This study is significant in that it emphasized the necessity of the hidden curriculum in Korean language education and proposed a practical hidden curriculum application method to encourage Korean language learners to learn the Korean language and culture in an ideal direction from the first moment.
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