조선족의 정체성 및 이중 언어의 교육방식에 관한연구

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The Joseon nation has crossed the Yalu River and the Duman River and has immigrated into the northeastern province of China from the Korean Peninsula since the latter half of the 19th century. The Joseon nation has used its national language, and has adhered to its national culture and its own educational tradition, and has maintained its national community and has survived in their own way in the environment of the Chinese Northeast and Yeonbyeon for one hundred and several decade years. The Joseon nation contributed considerably to the process of founding China including the anti-Japanese struggle and the Chinese Civil War(Kuokong neichan). Since the foundation of China, the Joseon nation can have been regarded as the most advanced nation in socioeconomic development and education level.
China is the multi-national country which is composed of 55 minority nations except Han nation as the main nation. Now, the number of the Joseon nation who reside in China is about 2,200,000 persons, which is the 13th among the Chinese minority nations.
In fact, the identity which can be expressed with the question of "Who am I?" is neither with what an individual is born nor what an individual can develop by himself. The identity is constructed socially, and reflects cultural and social definitions, and is not formed independently of social, historical, and cultural contexts, but is formed on the basis of social process. Therefore, the national identity can be changed largely through the cultural and social basis.
The types of identities can be classified largely into individual identity and collective identity. Individual identity is about as what category and standpoint an individual defines himself, whereas collective identity means the sense of belonging and unity for the group related to himself.
Next, for the education(dual languages) of the Joseon nation, the destiny of the Joseon language can be the destiny of the Joseon nation. The Joseon nation did not compromise with external powers and continued the endeavor to keep its language in order to enhance its language and letter even in the hard times when the colonial rule of Japanese imperialism was severe.
Founding the People's Republic of China genuinely emancipated the Joseon nation, who tried continuously to revive and develop the Joseon language, and then succeeded in achieving the political, economic, and cultural life with its own language and letter.
In addition, as the Joseon nation lived in the environment of dual languages in a multi-national state, it reinforced the intercourse and development with neighboring nations, and enlarged the stage of our nation, and so did its best to learn the Chinese language as the Chinese current language. Therefore, the Joseon nation is the group using dual languages(Korean and Chinese) which achieved its definite performance in development administration through the process of developing its dual language education methods and systems.
Alternative Title
Study on the identity and the bilingual education system of Korean - Chinese people
Alternative Author(s)
Kang Yoon Seong
일반대학원 중어중문학과
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Table Of Contents
〈目 次〉
Ⅰ. 서론 3
1. 연구의 목적 3
2. 연구 내용 및 연구 방법 5

Ⅱ. 중국 조선족의 이주와 자치주 8
1. 조선족의 중국이주 8
(1) ‘조선족’ 이라는 민족의 개념 8
(2) 중국으로의 이주와 배경 9
(3) 조선족 사회의 형성 14
2. 연변조선족자치주 20

Ⅲ. 조선족의 정체성 24
1. 조선족의 정체성 24
(1) 조선족 정체성의 형성 24
(2) 중국 조선족 신분의 확립 27
(3) 조선족의 국적 문제 29
(4) 조선족사회의 발전전망 31

Ⅳ. 조선족교육과 이중 언어 33
1. 조선족의 현황 33
(1) 조선족 교육의 역사 33
(2) 조선족의 교육열 37
(3) 조선족 교육의 위축 39
2. 조선족 교육의 특징 41
(1) 교육내용의 단일성 42
(2) 교육 내용의 보편성과 민족성 42
3. 이중 언어의 현황과 향후과제 43
(1) 이중 언어교육의 현황 43
(2) 문제점 47
(3) 향후 과제 49

Ⅴ. 결론 53
참고 문헌 55
강윤성. (2011). 조선족의 정체성 및 이중 언어의 교육방식에 관한연구.
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General Graduate School > 3. Theses(Master)
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