Global perspective of Korea has been continuously enhanced, and accordingly, the number of foreign students who are interested in and try to study Korean language are increasing, too. In addition, recently the purpose of studying the Korean language is deepening from just getting employment or college preparation to interest about Korea and its culture.Korean language education as a foreign language should be developed for correct understanding and use in social & cultural context based on the language education for communication. One way of satisfying these Korean language educational target is to utilize literary works.But, even with the various possibilities of utilizing literary works in Korean language education, the attempts to utilize literary works is insufficient in actual education fields and in teaching material. Also, the utilizing material are in limited state.According to the survey result of literature education status, activity and attempt to utilize literary works in Korean language education as a foreign language is quite insufficient and there is no distinctive standard in selecting the works. In addition, most education is performed at above middle level, and it consists of passive literature utilizing methods such as vocabulary, grammar, expressional study, comprehension, etc. Also, it is difficult to give lessons because included literature's genre are skewed to poems for modern literature and fairy tales for classical literature, and because the study about teachers' manual or teaching instruction are insufficient.Therefore, to solve these problems, it is required to include various literary works based on the students' requirement survey results, to present integrated utilizing method and subject activities so that all language education functions such as reading, listening, speaking and writing can be studied, and to actively utilize auxiliary textbooks. Also primarily, it is required to establish standard to select adequate literary works, and to enable the use of literary works by grade from the selected list of works based on the standard. In addition, it is required to provide class with the goal of understanding the literary work itself as well as language education and culture education through literature text.

The purpose of this study is to suggest a method of teaching Korean Vocabulary Education through semantic analysis of synonyms. In this paper, I discuss learning methods for second language learners that effectively learn the differences between synonyms. It is not only for teachers, but also for learners. In vocabulary education, it is very hard to explain differences between synonyms especially to L2 learners. So it is needed that various and clear study of synonym's meaning and teaching methods. The first part of this paper addresses the concept of synonym for second language learning. In this study, the substitution is the most important judgement condition of synonym pairs. In the next chapter, this paper analyses meaning differences between synonyms, 'Gwangaek 관객 : Gwanjung 관중 : Gwallamgaek 관람객', 'Gap 값 : Gagyeok 가격'. In the last chapter, this paper present concrete teaching and learning methods. In the case of the first pairs, we can use diagram for showing the usage meaning area. In the other synonym pairs, we can use practical sentences with the context. It needs further consideration about various synonym pairs classes.

이 논문은 전통적인 해기국가인 한국과 필리핀에 있어서 해기교육 중 해상운송교육에 대해서 조사하여 상호 비교한다. 두 국가의 교육기관인 목포해양대학과 필리핀해양대학을 대상으로 하여 검토하였다. 양 교육기관의 교과과정과 교육훈련프로그램 및 STCW의 교육훈련과 당직기준의 요구사항을 포함한 교과과정과 교육체계의 차이점에 대해 비교 검토한다. 해기교육의 품질을 향상시키기 위하여 양 교육기관에서 살행되어야 할 바람직한 해기교육프로그램, 해사관련업계의 발전방향에 대하여 제안한다.

우리나라는 국제사회에서 불과 40여 년 전 최빈국이었던 국가가 경이적인 경제성장과 발전을 통해 성공을 이루어 낸 모범사례로 공인되고 있고, 경제규모 확대와더불어 최근 부상하고 있는 공여국(Emerging donor)으로 평가 받고 있다. 또한 국내에서는 새 정부 출범이후 글로벌 경제위기 극복을 위한 교육서비스 산업의 일자리 창출과 민간 경쟁력 활용을 통한 교육수출이 요구되고 있으며, 공적개발원조를통한 해외진출확대를 위한 창구 또는 하나의 대안으로 받아들여지고 있다.본 연구에서는 우리나라 교육정보화 분야 공적개발원조사업 추진현황을 해외 양자및 다자간 공적개발원조사업과의 비교, 분석을 통해 동 분야의 해외진출 발전전략을 탐색하였다. 그리고 우리 교육정보화 강점분야의 공적개발원조 사업 연계방안및 해외진출 활성화 방안에 대해 연구하였다. 도미니카공화국, 라오스, 스리랑카,몽골 등 6개국에 대해 한국정부가 실시한 교육정보화 분야 공적개발원조성 사업에대한 평가를 통한 시사점을 살펴보면 다음과 같다.첫째, 원조효과의 극대화를 위해서는 사업추진에 필수적인 사업계획 단계(Predesign)에서부터 충분한 검토와 분석, 이에 따른 사업절차의 확립이 필요하다. 둘째, 교육정보화관련 정책 인프라, 법제 정비 등 시스템 구축 분야에 관한 새로운 체제를 구축하는 방향으로 지원 사업의 패러다임 변화가 필요하다. 셋째, 수원국의 현재 기술수준과 미래 전망을 고려한 물자 및 기자재 지원이 필요하다. 넷째, 교육정보화 지원 사업에 대한 표준화된 지원 모델(Standard model) 마련이 필요하다. 다섯째, 체계적인 사후관리시스템 지원이 필요하다. 여섯째, 사업수행 형태의 과학화가 필요하다.무엇보다 교육정보화 분야에서 한국형 개발협력 모델은 국제 원조 규범을 존중하면서 선진국들의 전통 원조 방식과는 차별성을 지니는 비교우위 분야에 집중해야 할 것이다.

In this paper, I discuss how to organize the syllabus of 'Practice in teaching Korean' course, which is one of the obligatory courses for the undergraduate Korean language education major students. Among other courses, 'Practice in teaching Korean' is a practical class in which the students visit the real class and also practice the real teaching skill. This course includes forming syllabus program, visiting an actual class, teaching exercise and lecture simulation. Currently, the demand for the professional Korean teachers is increasing gradually. At this point, it would be a meaningful work to look closely into teaching plans of the same course in many other Korean Departments, and to point out some critical issues on the basis of this research. In this paper we strongly propose that the importance of the practical excercise should not be neglected. Also, I will design syllabus of 'Practice in teaching Korean'and suggest a phase OJT(on-the-job training) program.

中韩两国建交以后，中国大学的韩国语教育出现短时期内的急速发展， 其规模和速度是中国大学教育史上前所未有的。同时处于初创期的中国大学 韩国语教育也存在不少的问题，面临新的挑战。本论文回顾了中国大学韩国 语教育的历史，介绍了现阶段中国大学韩国语教育的过程，剖析了中国大学 韩国语教育的特点和存在的问题。中国大学韩国语教育发挥教师队伍的优 势，借鉴大学英语、日语等其他语种教育的成功经验，教育过程围绕口语、听力等实用语言技能的培养为中心，成功的培养出大批的实用型韩国语人 才。但是过于偏重语言教育，忽视了文化教育的重要性。由于教育规模的盲 目扩大,以及金融危机的影响，目前韩国语专业毕业生面临严峻的就业难问 题。因此中国大学韩国语教育的发展开始由量的扩展转向内涵的提升，许多 大学正在探索实行韩国语+日语、韩国语+贸易、韩国语+软件开 发等形式的复合型人才培养模式，代表了中国大学韩国语教育新的发展方 向。为此需要进一步扩充教师队伍、建立新的教育评价体系、开发更加科学 合理的教材。这些问题虽然是中国大学的韩国语教育问题，但是需要通过中 韩两国学者的共同研究来解决。

This study points out that introducing and teaching semantic functions of Korean demonstratives 'i', 'ku', and 'ce' have not gained the attention of scholars and practitioners, although demonstratives are effective tools for expressing the speaker's psychological attitude towards object indication and for establishing coherence in delivering discourse. The study examined which semantic functions of Korean demonstratives, such as 'i', 'ku', and 'ce', should be incorporated as the content of teaching and how these could be taught in an effective way. As a principle of teaching, fostering learners' language awareness of the structure of semantic functions of 'i', 'ku', and 'ce' at these different strata was pursued. This made it possible to avoid giving out the glossary of each demonstrative or selectively delivering very simplified usage of them. Considering that the semantic functions of demonstratives are used in three different strata, metalingistic activities to foster learners' language awareness of these issues were suggested.

흡혈성 등에류(Diptera: Tabanidae)는 대형가축인 소, 말, 사슴 등에게 직・간접적으로 피해를 주는 해충이다. 한국마사회 경기도 원당 경마교육원(36.3ha, 70필 사육)의 흡혈성 등에 방제를 위해 2008년 5월 7일에 마방주변과 초지에 20개의 포집트랩을 설치하였고, 6~9월까지 4개월 동안 총 3회에 걸쳐 포집된 등에류를 조사하였다. 총 18종 2,184개체가 포집되었으며 그 중 흡혈성 등에는 10종 1,692개체였고 비흡혈성 등에는 8종 492개체로 조사되었다. 흡혈성 등에의 월별 포집수는 6월에 9종 1,364개체, 7월에 8종 382개체였다. 월별 우점종은 6월에 얼룩털등에(Tabanus griseinus) 482개체(35.3%), 북방등에(Haematopota tamerlani) 416개체(30.5%)이었으며, 7월에는 북방등에 140개체(42.7%), 얼룩털등에 89개체(27.1%)였다. 트랩의 설치 장소에 따라 포집된 흡혈성 등에는 마방주변이 총 574개체(평균 34.5개체/트랩)이었고, 초지는 총 1,118개체(평균 153개체/트랩)가 포집되었다.

One of the issues in Korean language education is the development of effective alternatives to teach Korean language to immigrant labors. This article deals with the Korean language education for immigrant labors from the point of view of Korean language education policy. It explores the actual conditions of Korean language education for immigrant labors including its meaning and its features. It points out that Korean language education for immigrant labors changes the existing paradigm of Korean education and it has some unique features and problems that cannot be resolved by the capability which has been accumulated during the development process of Korean language education. In this paper, three alternatives are provided to develop Korean education for the immigrant labors. First, every party concerned with Korean education for immigrant labors should participate in working out the master plan. Second, existing regular Korean language education circles and Korean language education circles for immigrant labors collaborate and raise the level of cooperation. And lastly, the accessibility to Korean language education of immigrant labors should be raised.