한국어 교육과정 평가 준거 개발 연구 : 대학 내 부설 한국어교육기관을 중심으로
저자
발행사항
부산 : 부산외국어대학교 일반대학원, 2023
학위논문사항
학위논문(박사)-- 부산외국어대학교 일반대학원 : 외국어로서의한국어교육학과 2023. 2
발행연도
2023
작성언어
한국어
주제어
KDC
710.7 판사항(5)
발행국(도시)
부산
기타서명
A Study on the development of evaluative criteria for Korean language curriculums : focused on university Korean language education centers
형태사항
ⅳ, 170 p. ; 26 cm
일반주기명
부산외국어대학교 논문은 저작권에 의해 보호받습니다
지도교수: 정명숙
참고문헌 수록
UCI식별코드
I804:21022-200000662305
소장기관
Various studies have been conducted to establish a systematic curriculum for university Korean language education centers, and there have been many efforts to develop standardized Korean language curriculums at the levels of government institutions. Due to these efforts, the curriculums of university Korean language education centers have recently come to have relatively consistent and substantial systems. Therefore, discussions related to future Korean language curriculums should be made toward improving and managing curriculum quality through curriculum evaluation, taking a step further from systematic curriculum establishment and operation through curriculum design.
However, there has been little theoretical and empirical discussion on the evaluation of curriculums in the field of Korean language education, and it is difficult to find research on the evaluation of Korean language curriculums at universities, which hold the largest numbers of Korean language learners.
Thus, this study attempted to lay foundations for the evaluation of Korean language curriculums by taking the first step in curriculum evaluation, which is developing curriculum evaluative criteria for university Korean language education centers.
For this, this paper established three research tasks, which are the theoretical exploration of Korean language curriculum evaluations, the design of a Korean language curriculum evaluation model for university Korean language education centers, and the development of Korean language curriculum evaluation criteria for university Korean language education centers.
In the theoretical exploration stage of Korean language curriculum evaluation, the concept and scope of Korean language curriculums were revealed through literature analysis prior to the development of evaluative criteria, and based on this, the concepts and characteristics of Korean language curriculum evaluations were organized. Subsequently, domestic and foreign curriculum evaluation models were analyzed to organize implications for the development of a Korean language curriculum evaluation model.
After theoretical searches related to Korean language curriculum evaluations were completed, a Korean language curriculum evaluation model for university Korean language education centers was designed on that basis. Curriculum evaluation models conceptualize curriculum evaluations and conceptual models show elements that should basically be included in curriculum evaluations, such as what, why, and from what perspective evaluations should be made. Therefore, a curriculum evaluation model provides a general logical outline for curriculum evaluation. In addition, a curriculum evaluation model can be designed by structuring and representing variables related to curriculum evaluation. Based on variables related to Korean language curriculum evaluations, such as evaluative purposes, evaluative subjects, evaluative targets, evaluative criteria, and evaluative methods, which were examined in the theoretical exploration stage, a Korean language curriculum evaluation model was structured using a three dimensional model that revolves around the three dimensions of evaluation domains (curriculum preparation stage, curriculum operation stage, curriculum result utilization stage), evaluations targets (learners, educational content, teachers, environment), and evaluation procedures (data collection, value judgment), and a conceptual model was completed by providing explanatory descriptions of each axis.
In the development stage of Korean language curriculum evaluation criteria for university Korean language education centers, actual evaluative criteria were developed based on the curriculum evaluation model. For this, a six-stage evaluative criteria development procedure was prepared, consisting of elaborating evaluation domains, setting description systems for evaluative criteria, extracting and classifying evaluative indicators, selecting evaluative criteria, reviewing and modifying evaluative criteria validity, and detailing a final (draft) for evaluative criteria. First, in the evaluation domain elaboration stage, the axes of conceptual model evaluation domains (curriculum preparation stage, curriculum operation stage, and curriculum result utilization stage) and of evaluative targets (learners, educational contents, teachers, environments) were intersected, establishing 12 detailed domains for Korean language curriculum evaluation.
Next, description systems for evaluative criteria were prepared focusing on evaluative criteria, evaluative areas, evaluative items, and evaluative indicators, and of these, evaluative indicators that are the basis for selecting evaluative criteria, were extracted through literary analysis and in-depth interviews with experts. Evaluative indicators extracted through literary analysis and expert interviews were classified according to 12 detailed evaluation domains considering indicator properties and characteristics, and overlapping or similar evaluative indicators were integrated and described. Through this process of extracting and classifying evaluative indicators, a total of 102 final evaluative indicators were described, and based on this, evaluative criteria were selected.
The selection of evaluative criteria was divided into the researcher evaluative criteria selection stage and the first and second expert review and correction stages. First, the researcher selected evaluative criteria based on evaluative indicators and described evaluative criteria according to evaluative criteria description systems.
In order to increase the validity and reliability of evaluative criteria selected in this way, three Korean language education experts, including the researcher, reviewed and revised them twice. A total of 67 evaluative criteria were selected over this series of processes with 37 from operational preparation steps, 19 from operational steps, and 11 from operational result utilization steps.
Finally, in order to confirm whether the 67 evaluative criteria developed are statistically valid, content validity was reviewed using a modified Delphi technique by 15 expert groups. In the Delphi technique, the degree of agreement and convergence were calculated to confirm the Content Validity Ratio (CVR) and the degree of consensus among experts. In addition, validity review results (CVR≧0.49, agreement≧0.75 and convergence≦0.5) and the individual opinions of experts were combined to confirm a total of 63 Korean language curriculum evaluation criteria for university Korean language education centers.
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