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이 논문의 연구 히스토리 (10)
2016
2013
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In China, This paper aims to explore Chinese education in Korea, which has grown swiftly since the normalization of relations between Korea and China, and to investigate how such development can be sustained as well as seeking out new ways to develop Chinese education. To this end, this paper reviews the key value of “Education 3.0,” a newly emerging paradigm in education, and discusses how to reset the goals of Chinese education under the influence of a new landscape for education. This study presents possibilities of qualitative changes in Chinese education, which has grown immensely in Korea, and also suggests several basic measures to elicit these changes through “Chinese Education 3.0.” First, it puts forward All-line education: integrating on-line and off-line learning. Second, it suggests tandem education by utilizing Chinese students studying in Korea. Third, PBL(Problem Based Learning) education and developing a Chinese “CAN-DO-LIST” are proposed in the research. The suggestions presented in this paper are based on the core abilities of “Education 3.0”: self-directed learning, ability of thinking, cooperation, empathy and convergence. Thus, by adapting them as a methodology and education outcomes, Chinese language learners will acquire various abilities and the effectiveness of Chinese education will be enhanced. The author hopes to see more in-depth research in this area in the future.
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