New Measures to Improve Korean Culture Education for Chinese Students in South Korea: Focusing on Racial Differences

• Authors: Yongdeog Kim , Jong-ho Nam , Hyoung-Jin Moon

Abstracts

EN

To derive a more effective educational method, racial differences among Chinese students in learning Korean culture was invesigated using a survey method. The Han and Joseon racial groups in China were examined. Before the survey, the Han race students (Chinese students except Joseon race students, in this case) preferred a language and culture teaching method (LCTM), whereas the Joseon race students favored an audiovisual teaching method (AVTM). However, after experiencing four different teaching methods – comparative-cultural teaching method (CCTM), AVTM, LCTM, and rote memorization teaching method-for two weeks, the Han race students preferred the AVTM more, whereas the Joseon race students preferred the CCTM. Thus, students from the same country require different education methods.

Keywords

EN

Chinese students; culture knowledge; culture teaching methods; Korean culture

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2017
• Volume: 50
• Pages: 146-158

Dates

published

2017

Contributors

author

Yongdeog Kim

author

Jong-ho Nam

author

Hyoung-Jin Moon

References

• Choi, Woo-gil. (2005). Research on Ioseon Race in China. Asan: Sun Moon University Press, 28-54.
• Byeong-su, Oh. (2001). Descriptive styles and historical perception in middle school history textbooks used in China, History education, 80.
• Han, Sang-bok &-Gwon, Tae-hwan. (1994). [oseon race in Yanbian, China. Seoul. Seoul National University Press, 25-35.
• Hwang, Yu-bok. (2002). Shedding light on the society and culture of [oseon Race in China. Liaoning: People’s Publisher, 179- 197.
• long-ho Nam & Insik Kim & Yongdeog Kim. (2016). Social Science Education Offered by Chinese Departments in Korean Universities. The New Educational Review, Vol. 44, No. 2, 17- 18.
• Kim, Han-jung. (2005). Korea, China and Japan’s perception of the modern history and education. Seoul: Koguryo Research Foundation, 25-60.
• Kim, Ii-hoon & Ieong, Young-soon. (2004). Korea and Korean history in recent Chinese history textbooks for middle and high schools. Research on the modern history of China. 23, 178-179. Lee, Gwang-gyu. (1994). Korean-Chinese people. Seoul: Iljogak, 124- 150
• Moon, Hyoung-jin. (2005). Korean wedding custom-living in one’s wife’s home! The Center for Foreign Studies. Seoul: Hankuk University of Foreign Studies.
• Moon, Hyoung-jin. (2011). Diverse measures for Korean modern history education for Chinese learners. Research on China, 51, 66.
• Moon, Hyoung-jin. (2012). The necessity and effectiveness of Joseon history education for Chinese students in Korea. Research on China, 54, 66.
• Moon, Hyoung-jin. (2013). Improvement of the diversity of Korean history education measures for Chinese students in Korea. Research on history @ culture, 45, 300-301.
• Moon Hyoung-jin & Nam long-ho & Kim Yongdeog. (2014). New Measures for the Improvement of History Education for Chinese Students in South Korea. The New
• Educational Review, Vol. 37, No. 3, 54-55.
• Park, Iang-bae. (2003). Education of Chinese modern history and the identity of the Republic of China 2: Focusing on the integration of people during the era of People’s Republic of China. Research on the modern history of China, 20.
• The Ministry of Justice, Republic of Korea. (2017). The Immigration Office Policy for foreigners Monthly Statistics. Seoul: Ministry of Iustice.
• Yu, Young-tae. (2005). Perception of Korean history and Sino-centrism in Chinese university history textbooks. China’s Northeast Project and the Chinese Nationalism. Seoul: Koguryo Research Foundation.

Identifiers

DOI

10.15804/tner.2017.50.4.12

Biblioteka Nauki

1997568