3 research outputs found
λ€λ¬Ένκ°μ νμμ λν νκ΅κΈ λ³ κ΅μ‘μ§μ λ°©μ μ°κ΅¬
μ΄ μ°κ΅¬λ 2010λ
κ΅μ‘κ³ΌνκΈ°μ λΆ μ°κ΅¬κ³Όμ μΈ λ€λ¬Ένκ°μ μλ
μ νκ΅κΈλ³ κ΅μ‘μ§μ λ°©μ μ°κ΅¬
μ λ΄μ©μ μμ½νκ³ μ¬κ΅¬μ±νμ¬ μμ±ν κ²μ.This study aims to discover the demand and present condition of educational
support for the students of multicultural families. Based on the findings of them, it
also aims to suggest the educational support plan according to the school levels.
For this purpose, analysis of the present educational support program for the
students of multicultural families has been conducted. On top of that, analysis of
the education support demand according to the school levels, and investigation on
the present condition of educational support has been conducted as well.
Educational support plan according to the school levels for the students of
multicultural families has been suggested based on these findings.
Suggestions presented in this study are as follows. At the kindergarten level,
language education and culture education are required to lay the groundwork for
the mutual understanding and communication as a member of society. At the
elementary school level, general objective of educational support plan is similar to
that of kindergarten level. But for the educational contents, school adaptation
education at the elementary school level is required for the development of mutual
understanding and communication in the frame of school institution, as well as the
language education and culture education. At the middle school level, general
career-education and identity education need to be emphasized. At the high school
level, educational support related to academic achievement, as well as more detailed
career-education, is required. By suggesting these differentiated educational support
plan according to school levels, multicultural education of Korean society will be
able to approach the school education and the students of multicultural families one
step closer.μ΄ μ°κ΅¬λ λ€λ¬Ένκ°μ νμλ€μ νκ΅κΈ λ³ κ΅μ‘μ§μ μꡬμ νν©μ νΉμ±μ λ°νκ³ ,
μ΄μ λ°λ₯Έ νκ΅κΈ λ³ κ΅μ‘μ§μ λ°©μμ μ μν¨μ λͺ©μ μΌλ‘ νλ€. μ΄λ₯Ό μν΄ λ€λ¬Ένκ°μ
νμμ λν κ΅μ‘μ§μ νλ‘κ·Έλ¨μ λΆμνκ³ , νκ΅κΈ λ³ κ΅μ‘μ§μ μꡬλ₯Ό νμ
νμμΌ
λ©°, λμμ μ€μ λ‘ μ΄λ£¨μ΄μ§κ³ μλ κ΅μ‘μ§μμ νν©μ μ‘°μ¬νμλ€. κ·Έλ° λ€μ μ΄λ₯Ό
λ°νμΌλ‘ νκ΅κΈ λ³ μ§μλ°©μμ΄ μ μλμλ€.
λ³Έ μ°κ΅¬κ° μ μνκ³ μλ λ°λ λ€μκ³Ό κ°λ€. μ μΉμ κΈμμλ λ€λ¬Ένκ°μ νμλ€μ΄
곡λ체μ μν΅κ³Ό μνΈμ΄ν΄μ λ°νμ λ§λ ¨ν μ μλλ‘ μΈμ΄κ΅μ‘κ³Ό λ¬Ένκ΅μ‘μ΄ μ€μ μ
μΌλ‘ μ΄λ£¨μ΄μ ΈμΌ νλ©°, μ΄λ±νκ΅ κΈμμλ κ·Έ λͺ©νλ μ μΉμ κΈκ³Ό λΉμ·νμ§λ§, κ΅μ‘
λ΄μ©μμ μΈμ΄κ΅μ‘ λ° λ¬Ένκ΅μ‘μ΄ μ΄λ£¨μ΄μ§κ³Ό λμμ, νκ΅ μ λμμ μν΅κ³Ό μνΈμ΄ν΄
λ₯Ό λμ± μ§μ μν€κΈ° μν΄ λ€λ¬Ένκ°μ νμλ€μ λν νκ΅μ μκ΅μ‘μ΄ μ€μλμ΄μΌ νλ€.
μ€νκ΅ κΈμμλ λ€λ¬Ένκ°μ νμλ€μ μμμ μ²΄μ± κ°ν κ΅μ‘κ³Ό μΌλ°μ μμ€μ μ§λ‘μ§
μ
κ΅μ‘μ κ°μ‘°μ μ λ νμκ° μλ€. κ³ λ±νκ΅ κΈμμλ λ€λ¬Ένκ°μ νμλ€μ νμ
μ±μ·¨
μ κ΄λ ¨λ κ΅μ‘μ§μμ΄ μ΄λ£¨μ΄μ ΈμΌνλ©°, ꡬ체μ μμ€μ μ§λ‘μ§μ
κ΅μ‘κ³Ό κ΄λ ¨νμ¬ λ³Έκ²©
μ μΈ μ§μμ΄ μ 곡λ νμκ° μλ€. μ΄λ¬ν νκ΅κΈ λ³ μ°¨λ³νλ κ΅μ‘μ§μ λ°©μμ λ§λ ¨ν¨
μΌλ‘μ νκ΅μ¬νμ λ€λ¬Ένκ΅μ‘μ λ€λ¬Έν νμκ³Ό νκ΅κ΅μ‘μ ν κ±Έμ λ λ€κ°κ° μ μ
μ κ²μ΄λ€
Youths eonomic rtionality and the factors of its formation
νμλ
Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :μ¬νκ΅μ‘κ³Ό(μΌλ°μ¬νμ 곡),2009.8.Maste