韓國小學英語教育之研究

The study of Korea elementary English Education

蔡知潤(chae ji-yoon)

指導教授 ： 楊思偉

國立臺灣師範大學/教育學院/教育學系/碩士(2000年)

摘要

摘 要
本研究以韓國小學英語教育為主題，其主要目的在於探討韓國小學英語教育實施背景與政策規劃、韓國小學英語課程標準之內涵、韓國小學英語教育現況與成效，以及韓國小學英語師資培育，並據以提出建議，供韓國與台灣小學英語教育之參考。
為達成上述目的，本研究主要採用文獻分析法進行研究。在文獻分析方面，主要參考韓國官方教育部的資料、課程研發相關單位發行之資料、韓國初等英語教育學會、韓國外語教育學會等相關資料。其文獻蒐集的範圍包括韓國小學英語教育實施的相關論文與文件、韓國小學英語課程標準、韓國小學英語師資培育的相關論文與文件，以及韓國政府相關單位的報告書。經由上述文獻的蒐集、閱讀與分析，釐清韓國小學英語教育實施的背景因素及政策的形成，評析韓國小學英語教育以及師資培育，並提出結論與建議。
根據文獻分析發現，綜合歸納以下結論：
一、 韓國小學英語教育政策的推動受國際情勢、韓國人對英語教育的需 求逐漸提昇，以相關機構意見提出的影響
二、 韓國小學英語教育政策的推動，自一九九五年逐步開始，但由於其籌備時間較短，因此其相關政策的規劃並不妥善
三、 韓國小學英語課程標準的特色在於按照個別學生的學習能力，實施以活動與課業為主的教學，以提高學生的溝通能力
四、 韓國小學英語教育經由四年多的實施時間，針對其整體的實施成效，大體獲得良好的平價，但仍有許多有待改善之處
五、 韓國小學英語師資培育分別從教育大學的職前培育與在職教師進修研習的兩方面著手，以因應小學英語師資短缺問題
根據結論，本研究分別就韓國與台灣實施小學英語教育，提出下列建議：
一、 對韓國實施小學英語教育的建議：
（一） 小學英語教學目標的設定應充分檢討其合理性與可行性
（二） 小學英語教育應研發多樣的教學模式
（三） 教育大學職前階段的小學英語師資培育課程應以提高學生語用能力與教學知能的方向建構
（四） 現職教師在職英語進修研習應藉由標準化研習課程的研發與普及，實施具有系統的研習
（五） 小學英語教育應藉由多元化教學設備的擴充，使得學習活動富有變化，以提高學習成效
二、 對台灣實施小學英語教育的建議：
（一） 為了實施小學英語教育，應積極營造小學英語教育的支持性環境
（二） 未來實施小學英語教育，應重視優良小學英語師資的培育
（三） 台灣教育行政機構應支援研發符合個別學生學習水準的各種英語輔助教材，以供學生依自己的學習水準進行學習的機會
（四） 未來實施小學英語教育，應注意英語教育低齡化及校外補習之問題

關鍵字

英語教育實施政策 ； 小學英語課程 ； 小學英語師資培育

並列摘要

A Study of Korea Elementary English Education
This study focused on Korea elementary English education, attempted to expound the background factors of elementary English education implementation and policy planning, the intension of elementary English curriculum, the current status and so far effects and elementary English teachers' training program in Korea. Based on the research findings, the recommendations are offered as the future implementation for elementary English education both to Korea and Taiwan.
To achieve the above purposes, the research adopted the method of literature review. In the literature review, mostly consulting the data released from the Korea Ministry of education, elementary English curriculum Development Committee, Korea elementary English education Association, and Korea Foreign Language education Association etc. The range of collecting data including the thesis and documents relevant with implementation of elementary English education and teachers' training, the Korea elementary English national curriculum, and the papers from Korean governments related committee.
After analysis of the data, reached to the following conclusions:
1. The main factors of expediting elementary English education policy deeply influenced from the rapid undergoing globalization and world-wide trends for strengthening of foreign language education, the gradually increasing needs for acquiring English abilities of Korean people, and “Globalization Steering Committee” as well as “Presidential Commission on Education Reform”'s submitting a series of proposals related to elementary English education.
2. The policy of elementary English education in Korea gradually advanced from 1995, the related strategic planning, however, regarded to be impropriate, partly owing to insufficient time for preparation and planning.
3. The significant features of Korean elementary English curriculum are regarding to individual students’ learning degree, developing activity and task-based teaching program, so as to raise the comm-unication ability of each student.
4. About four years after the implementation of elementary English in Korea, in regarding to the whole effects of education, the results reported as favorable status, but still there are left so many things had to be improved.
5. To cope with the issue of teachers’ deficiency, the elementary Eng-lish teachers’ training in Korea embarked on two divided ways: the pre-service training period of Education college and in-service period of English training program.
According to the results, suggestion about the implementation of elementary English education would be offered for Korea and Taiwan, as followings:
1. Suggestions for future implementation of elementary English educa-tion to Korea:
(1) The feasibility and reasonability of setting learning goals should be reconsidered.
(2) Should develop various teaching models and patterns in elementary English.
(3) The pre-service period of elementary English teachers’ training should be focused on the improvement of spoken language competence and teaching ability of students.
(4) The in-service period of elementary English teachers’ training should be forced by means of standard training programs.
(5) To utilize the educational device and materials available for teaching elementary English, each classroom should be equipp-ed with various educational facilities.
2. Suggestions for future implementation of elementary English education to Taiwan:
(1) Construct favorable elementary English education environm-ents.
(2) Take significant attention to supply better-trained and equipped elementary English teachers.
(3) Taiwan Ministry of education should support to develop various levels of learning facilities and information network services in order to provide a chance that every individual student can proceed a learning with their own levels.
(4) In the future implementation of elementary English education, the Taiwan Ministry of education should pay much attention to the issues of learning age getting lower as well as private tutoring out side the schools.

並列關鍵字

English education implemetary policy ； Elementary English curriculum ； Elementary English teachers' training

參考文獻

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