한국어교육을 위한 전통미술작품 감상 활용 방안 연구- 한국어를 제2외국어로 배우는 초급·중급·고급 과정 외국인 대상-
- Abstract
- 논 문 개 요
본 연구는 외국인 학습자들이 다양한 전통미술 작품 이미지를 통해 한국어와 한국문화를 배우고 이해하는 한국어교육을 목적으로 한다. 현행 교재 분석과 현직 한국어 교사들과의 인터뷰를 토대로 한국어교육에 있어 문화교육의 실제와 문제점 및 개선방향을 도출하여 한국어 교재의 바람직한 방향을 구상하여 제시한다. 또한 전통미술 작품들을 접하는 즐거움과 서로의 생각과 느낌을 나누는 과정에서 언어와 문화소통, 미술교육과의 융합을 목표로 한다.
미술작품을 활용한 한국어 교육에 대한 선행 연구를 통해 한국어 교육의 고급단계나 그 단계마저 쉽게 접하기 힘든 점을 알 수 있다. 본 연구자가 조사한 결과 현재 전통미술 작품 제시는 전무후무한 상태이다.
본인은 한국어를 배우는 초기 단계부터 한국 미술을 노출시키는 수업이 한국 문화를 자연스럽게 이해하는 계기가 되리라고 주장한다. 더 나아가 여러 나라의 미술작품을 자료로 활용함으로써 수업의 집중력과 학습자들 간의 이해 공감을 향상시킬 수 있을 것이다. 따라서 본 연구에서는 다양한 교수·학습지도안의 제시와 연구가 필요하다는 것을 확인하였다.
여기에 학습자들의 요구를 파악하기 위해 다양한 목적을 가지고 한국어를 배우는 외국인근로자, 결혼여성이주민, 학문 목적의 대학생을 지도하는 교사 4명을 대상으로 인터뷰 하였다. 인터뷰의 의견을 바탕으로 초·중·고급 학습자를 위한 전통미술 작품을 이미지 자료로 선정했다. 선정의 기준은 한국인의 정서를 이해하는데 도움이 되도록 선조들의 생활상을 다룬 ‘풍속화’를 중심으로 하였다. 선정기준에 맞추어 ‘국어국립원’이 어휘와 문법 항목을 초·중·고급으로 나눈 목록을 참조하였으며 교사의 설명과 외국인 학습자의 이해가 가능한 전통미술 작품을 이미지 자료로 만들었다. 본 연구에서는 선정한 작품들을 활용하여 어휘와 문법항목을 위한 교수 학습 지도안으로 제작했다. 초급 학습자들을 위한 [-었], 중급 학습자들을 위한 [V-(으)면서], 고급 학습자를 위한[-거니와]를 계획해 보았다.
한국문화가 좋아서 한국어를 배우는 학습자가 많아 전통미술 작품을 수업에서 자료로 사용하는 것에 대해 교사들은 대체로 긍정적이었으며 미술자료의 정보만 있다면 수업에 보조 자료로 활용하고자 하였다. 외국인 학습자들의 전통미술 작품에 대한 관심도와 인지도를 심층 인터뷰한 결과 전통미술 작품 활용에 대한 필요성과 가치를 발견하게 되었다.
이러한 학습지도안은 예시안으로써 본 연구를 포함한 더 많은 연구들을 통해 한국어교육과 한국미술교육이 문화교육으로 자연스럽게 통합되어 한국어 학습자의 의사소통 능력이 향상되기를 기대한다. 전통미술 작품 활용 목적을 정리하면, 첫 번째, 한국어 언어교육에 효과적이다. 두 번째, 전통미술을 통해 문화를 자연스럽게 익혀 한국에 대한 적응력과 의사소통 능력을 높인다. 세 번째, 수업의 흥미와 한국에 대한 관심을 향상시킬 수 있다. 네 번째, 심미적 자료 제시로 미술교육이 융합된 효과를 기대한다. 본 연구를 포함한 한국어 교사들의 미술작품 활용을 위한 교육의 연구도 이어져 한국어 학습에 활기가 더해지길 바란다.
- Issued Date
- 2018
- Awarded Date
- 2018-02
- Type
- Dissertation
- Alternative Author(s)
- Hwang, mi hye
- Affiliation
- 성신여자대학교 교육대학원
- Department
- 교육대학원 미술교육
- Advisor
- 임상빈
- Table Of Contents
- 목 차
논문개요
Ⅰ. 서론················································································1
1. 연구의 필요성과 목적·························································1
2. 연구 내용 및 방법·····························································5
Ⅱ. 한국어 교육의 목적·····························································7
1. 문화교육의 이해································································8
1) 문화교육의 실태 (결혼이민자와 함께하는 한국어2-문화편4과)······12
2) 문제점·········································································18
2. 전통미술 작품 활용의 이해··················································20
1) 전통미술 작품 제시 실태·················································22
① 초급 (-었)·································································23
② 중급 (-면서)·······························································24
③ 고급 (-거니와)····························································25
2) 문제점·········································································25
3) 개선방안······································································28
Ⅲ 전통미술 작품 자료에 대한 요구조사 분석··························33
1. 인터뷰··········································································33
1) 심층면접의 연구절차························································33
2) 인터뷰 대상자 소개·························································33
3) 자료 분석·····································································34
4) 질문지 내용··································································34
2. 인터뷰 조사 결과·····························································36
1) 성영희 선생님 (성동구청 외국인 근로자센터)···························36
2) 전영분 선생님 (강화 다문화가족 지원센터)·····························37
3) 홍지미 선생님 (신한대학교 다문화교육센터)····························38
4) 김희수 선생님 (한양대학교 한국어 동아리)·····························39
3. 인터뷰 조사 분석·······························································40
1) 이미지자료의 사용여부 (질문지 4, 5.)································40
2) 전통미술 작품 자료 활용여부 (질문지 5.)···························42
3) 자료 채택 시 주의사항과 문제점 (질문지 6.)···························42
4) 교사들이 선호하는 전통미술 작품 (질문지 7.)··························43
5) 교사들의 의견 (질문지 8.)·················································44
Ⅳ 전통미술 작품을 활용한 교수학습지도안 설계··························45
1. 초급·중급·고급 단계별 전통미술 작품 제시안····························45
1) 초급 [-었]···································································45
① 필요성·······································································47
② 활용방안·····································································47
③ 기대효과·····································································47
2) 중급 [-면서]································································47
① 필요성·······································································49
② 활용방안·····································································49
③ 기대효과·····································································50
3) 고급 [-거니와]······························································50
① 필요성·······································································55
② 활용방안·····································································55
③ 기대효과·····································································55
2. 초급·중급·고급 단계의 공통점과 차이점···································55
1) 공통점·········································································56
2) 차이점·········································································56
3) 시사점·········································································57
Ⅴ 결 론····································································58
참고문헌
부록
ABSTRACT(영문초록)
- Degree
- Master
- Publisher
- 성신여자대학교 일반대학원
- 파일 목록
-
-
Download
한국어교육을 위한 전통미술작품 감상 활용 방안 연구- 한국어를 제2외국어로 배우는 초급·중급·고급 과정 외국인 대상-.pdf
기타 데이터 / 2.05 MB / Adobe PDF
-
Items in Repository are protected by copyright, with all rights reserved, unless otherwise indicated.