이 연구는 학문 목적 한국어 학습자를 대상으로 CBI를 활용한 한국 역사 문화수업의 방안을 고안하고 실제 방향을 제시 하는 데 있다. 이를 위하여 먼저 이론적 배경을 통하여 CBI의 특징 및 여러 수업 모델들의 원리와 효과에 대하여 살펴보았다. 그리고 이러한 이론적 배경을 바탕으로 ‘생각하기–내용 이해하기– 활용하기–마무리하기’ 라는 수업 절차를 구성하고 역사 문화수업의 실제 예를 보였다. 마지막으로 CBI를 활용한 수업 시 언어 교사가 가져야 할 전문 지식에 대한 부담감 그리고 교재 및 활동 개발 등을 제언하였다.

The purpose of this study is to devise a method of Korean history and culture class using CBI and present its direction for academic-purpose Korean learners.
Characteristics of CBI and various class models of CBI were examined based on the theoretical background of CBI. The principle and procedure of applying CBI at education sites were also examined to verify the effects.
For the direction of actual class, the theme-based language instruction was determined as the class model as discussed in the theoretical background. The theme-based language instruction is the model used most widely and can be applied to various language teaching situations. The class procedure followed the three-step procedure (Into–Through–Beyond) presented by Brinton (1994). However, this three-step class procedure was renamed as ‘Thinking – Understanding – Utilizing – Finishing’ for convenience.
The history and culture class using CBI comprised two periods, and it was planned out to focus on the unified Silla period. The first period comprised thinking and understanding ①. The second period comprised understanding ②, utilizing, and finishing. Examples were presented.
Lastly, this study presented the burden of language teachers for professional knowledge in CBI classes, teaching materials, and activities.

벼리
1. 서론
2. 이론적 배경
3. CBI를 활용한 한국 역사 문화수업 방안
4. 결론
참고문헌
Abstract

• 양민철(화신사이버대학교) | Yang Mincheol (Hwashin cyber univ.)
• 김혜진(부경대학교) | Kim Hyejin (pukyong univ.)