사범대학 학생은 대학생일 뿐만 아니라 미래의 교사로서 자신의 핵심 소양을 향상시킬 뿐만 아니라 학생의 핵심 소양을 발전시키는 중요한 책 임을 져야 한다. 본 논문의 연구 목적은 사범생의 직업적 인식이 핵심 소양에 미치는 영향을 조사하는 것이다. 연구 방법은 정량적 연구 방법 과 SPSS 26.0 통계 소프트웨어를 사용하여 데이터를 분석하였다. 연구 결과는 사범생의 직업 정체성과 핵심 소양 사이에 유의미한 정적 상관관 계가 있음을 보여주며, 직업적 정체성의 각 차원은 핵심 소양에 예측 효 과가 있는 것을 보여 주었다. 이 연구를 통해 우리는 사범생의 핵심 소 양 형성에 영향을 미치는 요인과 메커니즘을 찾고 사범생의 인재 양성과 기초 교육 발전을 향상시키기 위한 이론적 참고 자료를 제공한다.

Entrepreneurial intention is a crucial step towards entrepreneurial action. There are many factors that affect entrepreneurial intention, such as external environment and personal characteristics and other factors have been concerned and verified by researchers. Family support provides emotional support and resource support for individuals, and stimulates entrepreneurial intention by influencing individual psychological capital. On the basis of previous studies, this study explores the relationship between family support and entrepreneurial intention, and puts forward for the first time that the motivation to study abroad moderates the relationship between family support and entrepreneurial intention, and that entrepreneurial identity plays an mediating role in the relationship between family support and entrepreneurial intention. The empirical results of 337 samples of Chinese students in South Korea show as follows. Firstly, family support has a positive correlation with entrepreneurial intention and entrepreneurial identity. Secondly, motivation to study abroad positively moderates the relationship between family support and entrepreneurial intention. Thirdly, There is a positive correlation between entrepreneurial identity and entrepreneurial intention and entrepreneurial identity plays a partial mediating role in the relationship between family support and entrepreneurial intention. Based above, implicatios of the results and further research are suggested.

국제화 시대에 따라 해외 파견 유학생이 많아지고 있으며, 각 대학에서도 교환학생 프로그램이 활발히 진행되고 있다. 이와 함께 해외 교류에 필요한 문화역량에 대한 관심도 커지고 있다. 해외 한국인 유학생 현황에 따르면 중국지역 유학생 수가 가장 많은 비율을 차지하고 있는데 반해, 이에 대한 전문적인 조사나 연구가 거의 없다. 따라서 본 연구는 중국지역 교환 프로그램을 통한 문화역량 변화와 교환 전과 과정 중의 요인에 대한 문화역량의 관계를 조사·분석해 보았다는데 의의가 있다. 이를 조사하기 위해 A 대학 중국학부 학생 중 2016년부터 2018년까지 중국지역으로 파견 간 교환학생을 대상으로 교환 전과 후 2차례에 걸쳐 설문조사를 시행하였고, 2차례 설문에 모두 참여한 동일 집단 53명을 연구대상 범위로 정하였다. 통계 결과와 주관식 의견을 토대로 교환학생 프로그램에 대한 문제점과 개선해야 할 부분을 파악하여 3가지 교육방안을 다음과 같이 제시하였다. 1)교환학생 선발방법 변경 또는 추가 조건제시, 2)기 경험자가 참여하는 정보망 구축, 3)교환 전 교내에서부터 현지인과의 교류를 적극적으로 지원 하자이다. 본 연구의 제시방안을 활용하여 중국지역 파견뿐만 아니라 해외 교류 프로그램의 양적 성장과 질적 성장이 함께 이루어지길 바란다.

Tandem learning is a learning model actively used in the field of foreign language learning. Through interaction and mutual assistance between language partners, it is possible not only to learn independently and improve the level of target language, but also to conduct cross-cultural communication and understand foreign cultures.Generally speaking, there are two types of Tandem learning methods: Tandem learning through classroom management;The other is the out-of-class language partner learning activities organized by learners in both countries.This research is the second type of Tandem learning, in which teachers help to make connections between Chinese students in the accounting department and Korean students in the Chinese language department, and combine idioms to make mutual learning outside the normal classroom learning.Due to the lack of classroom management and constraints, as well as the low level of target language of both partners, some problems occurred in the process of activities.How to solve these problems so that the language partner activities can be carried out effectively, this study explored several solutions, and tested the effectiveness of the solutions through the end-of-term questionnaire survey.It is hoped that such a shallow study can serve as a starting point for more teachers and researchers to explore the out-of-class Tandem learning model so that more foreign language learners can benefit from Tandem learning.

The aim of this study was to investigate the relationships between eating habits and health among adolescents in Shanghai and Heze, China. A cross-sectional study was conducted in 2013 on 2,089 adolescents; 1,089 students were from Shanghai and 999 students from Heze region. Eating habits, weight, height, and nutritional knowledge were assessed using a self-administered questionnaire. Eating habits score was classified into two categories: healthy eating habits and unhealthy eating habits, based on「Korean Youth Risk Behavior Web-based Survey」, for statistical data analysis. Associations between eating habits, BMI, and nutritional knowledge were examined using a general linear model with adjustment of potential confounding factors such as region, gender, age, parents’ education level, and pocket money. Statistical analyses were performed using the SAS (version 9.3) program. Proportions of healthy eating habits group were 90.0% for breakfast (3-7 times/wk), 29.1% for fruit (≥once/d), 12.5% for vegetable (≥3 times/d), 7.3% for milk (≥2 times/d), 90.0% for fast food (<3 times/wk) consumption, respectively. The average BMI score was 20.1 (Shanghai 20.5 Heze 19.6), which is in the range of normal weight. Rates of obesity and overweight were 16.5% and 8.3% in Shanghai and Heze, respectively. There were significant negative correlations between intake frequencies of breakfast, fast food, biscuits, sugar, chocolate, and BMI score. Eating habits and nutritional knowledge score showed a significant positive correlation. These results showed better eating habits regarding eating regularity and consumption of fruits and soft drinks in Chinese adolescents compared with Korean adolescents, although cultural differences were not fully considered. This study demonstrated significant associations of BMI and nutritional knowledge with dietary behavior in Chinese adolescents in two regions of China. Further studies on Chinese adolescents from other regions in China should be considered.

The number of Chinese students who are willing to study Korean as a second language has gradually increased since the treaty of amity in 1992. This article aims to minimize their frequent errors within short term through extracting errors which Chinese students made while studying Korean as a target language and analyzing the reasons in detail, to act up to the longing for learning Korean well. The causes of errors can be roughly divided into 5 types: errors made by native language, over-generalization, lack of knowledge about target language, teaching guidance, and escape strategy. To sum up, the errors of the postposition, the ending of a word and the tense are numerous in an aspect of both the cause and pattern of errors; the patterns of Chinese style expression and character, incorrect expression of idioms are numerous although the causes of errors are few; and the errors of adverb, verb and phrase are numerous although the patterns of errors are few. Therefore, I ask Korean lecturers to teach Korean, focusing on those error points and error sentences with minute preparation in advance.

말레이시아에서의 중국어 교육은 이미 180여 년의 역사를 가지고 발전해왔다. 말레이시아에는 모두 1291곳의 중국어 초등학교가 있다. 소위 중국어 초등학교라 는 것은 학습 과정이 말레이시아 어, 영어, 타밀어 외에 모든 기타 과목이 중국어 를 매개 언어로 교육이 진행되는 학교를 가리킨다. 현재 전국에 모두 6만 명이 넘 는 비화교(중국인이 아닌) 학생들이 직접 중국어 초등학교에서 배운다. 중국어 초 등학교의 중국어 수업은 모국어(제1 언어)로써의 교수방식으로 교육을 진행하고, 교재는 모국어 학습 이론을 사용해 집필한다. 비화교 학생으로 말하자면, 이것은 “지정된 좌석 없이 자리에 앉는” 경우라고 말할 수 있다. 그래서 중국어 교육에 있어 특히 한자 교육의 성과가 좋지 않은 상황을 미루어 짐작할 수 있다. 이러한 “참상”을 풀기 위하여, 교사는 학습 상 별도의 상황을 설정하여 알맞은 조정을 해 야 한다. 본문은 이하 여덟 가지 방면 즉, 1. 우선 한자 병음을 가르친다. 2. 읽기를 지도한다. 3. 직역법을 사용한다. 4. 7±2기억 법칙을 알맞게 응용한다. 5. 법칙 잊게 한다 6. 한자를 많이 알고 적게 쓰도록 한다 7. 한자교육의 의 세 가지 다른 수준을 중요시 한다. 8. 말을 먼저하 고 글은 나중에 하도록 한다. 를 통해 이 논의를 진행하고자 하였다.

The purpose of this study was to investigate several aspects of eating out behaviors especially in relation to Chinese food. Self-administrated questionnairs were completed by 556 food-related major college students in Kangwon-do area. The results were as follows: 1. The frequencies of eating out were not significantly different by gender, type of residence, and the amount of spending money per month of the subjects. 2. Korean foods had a tendency to be selected as a first choice of eating out with both family and friends. The subjects preferred Korean foods, Western foods, Chinese foods and Japanese foods in order with their family but flour based foods, western foods and chinese foods in order with their friends. Japanese foods were not selected at all when they ate out with friends. 3. The 80.7% of male subjects and the 58% of female subjects liked Chinese foods. High calorie food was the feeling about Chinese foods for the male subjects and greasy food was for the female subjects. Taste was the most considered factor for choosing Chinese foods. 4. The 80% of subjects answered that Chinese food culture affected that of Korea. The 77% of subjects thought Chinese noodles were settled down to Korea. 5. Using MSG to Chinese foods was recognized as health-concerning factor for 67% of male subjects and 72% of female subjects.

This paper intends to suggest some issues in relation to Korean literature education plan for Chinese students. It is very regrettable that Korean literature education has been little educated in the Korean education field for Chinese students. Even though many people think that education of Korean literature in educating Korean is unnecessary or unuseful. The main problem of literature education is the lack of useful textbooks. Therefore development of teaching materials meeting Chinese students' level is essential to improve the level of educating Korean for Chinese students. This paper hopes to contribute professors, teachers educating Korean for Chinese students to develop their teaching skill.

중국에서 한국어학과를 개설한 대학교는 해마다 늘고 있다. 2011년 1월까지 중국 4년제 대학 중 103개 학교에 한국어학과가 개설되어 있다고 한다. 외국어 교육에 있어서 해당 언어를 사용하는 나라의 문화 교육은 빠질 수 없는 중요한 요소라고 볼 수 있다. 하지만 문화 교육의 중요성이 강조됨에도 불구하고 문화 교육을 체계적으로 실시하고 있는 중국 대학의 한국어학과는 많지 않다. 그리고 학년이 올라갈수록 한국문화 교육의 비중이 점점 커지는 경향이 있다. 학생들은 문화 교육의 부족으로 한국의 사회와 문화와 접하게 될 때 문화적 충격을 받으며 한국 사회에 적응하는 데 어려움을 겪는 것이 사실이다. 이에, 본 연구에서는 중국 대학에서의 한국어학과 저학년 학생을 대상으로 하는 한국문화 교육의 현황 및 문제점을 살펴보았다. 그리고 한국문화 교육의 건전한 발전을 위해 교육 내용, 교자 자질, 자매대학 협력 등으로 나누어서 향후 발전 방향을 모색하였다.