2021, Vol., No.33

Study on the Korean language education using the Madangnori

kim Ji An | 2021, (33) | pp.1~22 | number of Cited : 1

Background: As Korean language education develops, Korean culture is emphasized, too. Even with recognition of the importance of language classes accompanying Korean culture in the classroom, there are many difficulties when connecting those in actual classes. This is because the culture is based on time, space and experience in daily life. Purpose: 'Madangnori' has the same attributes as the nature of this culture. The openness, flexibility, and distinctiveness of Madangnori are enough factors for Korean language education including Korean culture. Methodology/Approach: First, the theory of Madangnori is established. Second, from the standpoint of Korean language education, Madangnori that can be targeted at beginner, intermediate, and advanced level is selected. Third, the contents of language education and cultural education for each level are suggested. Findings/Conclusions: Therefore, this research suggests Korean language education using 'Madangnori', composed of cultural elements of Korean traditional music, dance, literature (narrative) and drama. Theme of beginner level is the daily life of Korean people, includes introducing the names of Korean food as language education, and playing 'Gatekeeper game', which is one of various forms of Ganggangsulae, as culture education. At intermediate level, I propose performing a puppet show after learning a fairy tale, 'The Sun and The Moon', and playing 'Rice cake selling' game on mingling phase. The advanced level introduces 'Pansori' through 'Chunhyangjeon' and base rhythm of 'Samulnori' through 'Ichae rhythm'. Implications: There is a great implication that 'Madangnori' has, which can embrace the multinational background of Korean language learners with an open consciousness. This is because it is likely to be developed into a common culture or a global culture beyond blood ties, religion and locality. With the activities that utilize various elements of 'Madangnori', it is possible to realize the goal of 'Korean language education', which is 'fluent communication'. We hope that this paper will be a practical and useful material that provides productive and concrete cultural contents in Korean language education.

Analysis of the effectiveness of the Children and Youth Human Rights Ordinance

Jeon Myong-sun | 2021, (33) | pp.23~41 | number of Cited : 0

Background: The Children and Youth Human Rights Ordinance was created with the purpose of encompassing the human rights guarantee of the target as a comprehensive concept beyond students. There is a need to create conditions for this to be established and spread to other local governments. Purpose: The purpose of this study is to verify that Children and Youth Human Rights Ordinance are effectively implemented. To this end, acceptance and implementation were analyzed based on the Seoul Metropolitan Children and Youth Human Rights Ordinance, the Bucheon City Children and Youth Human Rights Ordinance, and the Donghae City Children and Youth Human Rights Protection Ordinance. Methodology/Approach: For the acceptance analysis, the minutes of the Congress were reviewed, and the performance was identified by analyzing the fact-finding and planning report, and the effectiveness was verified by the size of the mutual combination of acceptance and implementation. Findings/Conclusions: The results are as follows. First, the acceptance of the Seoul Metropolitan Children's and Youth Human Rights Ordinance was 75.8%, showing a moderate level (less than 70-80), and the acceptance of the Bucheon City Children's and Youth Human Rights Ordinance was high (less than 80-90), with 84.6%. The acceptance of the Ordinance on the Protection of Children and Youth Human Rights in Donghae City was very high (90-100). Second, the implementation of the Seoul Metropolitan Children and Youth Human Rights Ordinance was 62.0%, showing a low level (less than 60~70), and the Bucheon City Children and Youth Human Rights Ordinance was high at 80.0% (less than 80~90). Third, the effectiveness of the human rights ordinances for children and youth was as 48.7% in Seoul (less than 36-49), and 68.7% in Bucheon City (less than 64-81). Implications: It was concluded that persuasion, promoting participation, establishing diverse facilities and programs, consideration of sanctions, and revision of the Children and Youth Human Rights Ordinance were necessary as measures to increase the effectiveness of Children and Youth Human Rights Ordinance.

Changes in the perception of college students who have learned parental education

Jung, Jung ae | 2021, (33) | pp.43~64 | number of Cited : 0

Background: This study is a study based on the change in the perception of parental education learning of college students who took parental education. It is to explore the necessity of parental education and what kind of perception changes college students experience before parental education, the parent education learning process, and after parental education. Purpose: based on the data obtained from direct parent education to college students who are prospective parents, this study aims to provide basic data on the importance of parent education and vitalization of parent education subjects by analyzing changes in the perception of college students about parent education. Methodology/Approach: the collected data analysis is suitable for analyzing the process of constructing subjective experience, and it is analyzed with the grounded theory method (Strauss & Corbin, 1998), which is advantageous for deriving new themes from the data while allowing the application of existing theories. Findings/Conclusions: first.University students did not recognize the importance of parental education at all before taking parental education, thought it as someone else's job, and complained of psychological discomfort about why they should take parental education. Second, these questions and discomfort disappeared like snow melts in the process of learning parental education, and it became a time to look at the parents and themselves while applying the theory of parental education to themselves. Third, after learning parental education, students not only escaped from the necessity of parent education, but also lived for themselves and expanded the framework of perception to connect the world with others including their parents. Implications: a change of thinking that can look into the present and the future. In addition, through parental education, the framework of awareness of seeing the world and others, including parents, has been expanded from life for oneself.

A Study Filial Piety Thought of Choryeo(草廬) Lee You-Tae(李惟泰)

Lee, Byung Joo | 2021, (33) | pp.65~93 | number of Cited : 0

A analysis study on the concepts and backgrounds of character education in England

Park Sunyoung | 2021, (33) | pp.95~112 | number of Cited : 1

Background: In 2015 Character Education Act was introduced into formal education system in South Korea, By the Act, the government produced a National Plans for Character Education per five years. However, there are still confusions about the meaning and concept of character education, and the lack of clear guidelines for the education practices, Purpose: With these reasons, this study aimed to analyse the background and the contents of character education in England, Secondly, this study aimed to find out the practices of character education in schools and thirdly, tried to draw the implications into character education in Korean education context. Methodology/Approach: The method used in this study was contents analysis. In order to be critical and objective analysis for the character eduction, this study had tried to find the official documents. Findings/Conclusions: This research found that the background of character education was originated from the religious education, in particular, Christian Education with faith and virtues. This kind of character education was traditional until 1940s in the States. However, between 1940s and 1990s, character education has been reformed under the name of moral education or virtue education due to the close of religious education in the national curriculum. Even though the character education had been changed in to another education, there were still critical issues around the approaches of eduction. There have been two approached of character education, one was value-neutral and the other was value-focused approach. Especially, value-focused moral and virtue education had tried instill the values to students with christian related faiths and ethos. After the 1990s, this education movement had been changed again as character education which influenced the character education in England now. This research found that value-focused character education is very controversial and critical for students. Implications: As a result, this study suggests three implications for the development of character education in the South Korean context. Firstly, character education should not try to instill certain values for young people. Secondly, we need to be very careful about the character tests for young people recently. Finally, character education should more focus on social development rather than individual development in combination with citizenship education.

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Journal of Korean Hyo Studies 2023 KCI Impact Factor : 0.52

2021, Vol., No.33