지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This research analyzes Korean education activities which are performed by modern Korean in Russian region(Koryoin). Results are as follows:
First, ‘Ethnic Schools" located in Russia early on migration of Koryoin is analyzed. Korean patriots thought that education is needed for cultivating national spirit and rasing up talented individuals with Gwoneophoe as the center; therefore, they founded a multiplicity of Ethnic Schools and performed Korean education as part of the national education.
Second, schools of public education level which are founded after the Russian Revolution are subjects of this research. The schools were modern institutions created under socialistic ideology. In addition, Russian government strongly recommended mother tongue education as an assimilation policy of minority group. Korean education was implemented in earnest on this time more than ever as a result.
Third, the Russian government developed an ‘anti-illiteracy crusade" actively. The movement spread through all the country, and the movement made the minority group learn their mother tongue; therefore, Korean proficiency of Koryoin improved.
Finally, Ethnic School educated a method of reading, the mood, speech, and grammar, and public school put emphasis on grammar education. Korean textbooks were mostly composed of reading and grammar books.
First, ‘Ethnic Schools" located in Russia early on migration of Koryoin is analyzed. Korean patriots thought that education is needed for cultivating national spirit and rasing up talented individuals with Gwoneophoe as the center; therefore, they founded a multiplicity of Ethnic Schools and performed Korean education as part of the national education.
Second, schools of public education level which are founded after the Russian Revolution are subjects of this research. The schools were modern institutions created under socialistic ideology. In addition, Russian government strongly recommended mother tongue education as an assimilation policy of minority group. Korean education was implemented in earnest on this time more than ever as a result.
Third, the Russian government developed an ‘anti-illiteracy crusade" actively. The movement spread through all the country, and the movement made the minority group learn their mother tongue; therefore, Korean proficiency of Koryoin improved.
Finally, Ethnic School educated a method of reading, the mood, speech, and grammar, and public school put emphasis on grammar education. Korean textbooks were mostly composed of reading and grammar books.
목차
Ⅰ. 머리말
Ⅱ. 근대 러시아 한인의 모국어 교육
Ⅲ. 교육 내용 및 교과서
Ⅳ. 맺음말
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Abstract
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