결혼이주여성을 위한 생태 중심의 다문화교육 프로그램 개발 연구 

이상형 (동국대학교)

목 차 

제1장 서론 ······································································································· 1 

제1절 연구 목적과 필요성 ············································································· 1 

제2절 연구 대상과 학습자 개별성 ································································· 5 

제2장 생태 중심의 다문화교육 프로그램 개발을 위한 이론적 배경 ··············· 15 

제1절 생태학 담론과 불교 ··········································································· 15 

1. 생태학 담론 ························································································· 15 

2. 불교생태학에서의 사찰 ········································································ 17 

제2절 다문화교육의 목적과 내용 ································································· 21 

1. 다문화교육의 목적 ··············································································· 21 

2. 다문화교육의 내용 ··············································································· 25 

제3절 다문화교육 프로그램의 지향점 ·························································· 27 

제3장 생태 중심의 다문화교육 프로그램 개발을 위한 요구 분석 ·················· 31 

제1절 설문 조사 방법 ·················································································· 31 

1. 조사 대상 ···························································································· 31 

2. 분석 방법과 설문지 ············································································· 35 

제2절 설문 조사를 통한 결혼이주여성의 요구 분석 ···································· 36 

1. 한국 사회의 부적응 요인 ··································································· 36 

2. 한국어 학습에서 장애 요인 ································································ 37 

3. 가족 관계에서의 부적응 요인 ······························································ 39 

4. 자녀 양육과 교육에서의 부적응 요인 ·················································· 40

5. 한국 사회에서 차별적 경험 여부 ······················································· 42 

6. 참여하고 싶은 교육 프로그램 유형 ····················································· 43 

제3절 설문 조사를 통한 다문화 전문가의 의견 분석 ·································· 46 

1. 결혼이주여성의의 부적응 요인 ···························································· 47 

2. 결혼이주여성의 부적응 해소를 위한 해결책 ········································ 49 

제4절 다문화교육 프로그램의 내용 ······························································ 50 

제4장 생태 중심의 다문화교육 프로그램 구안 ··············································· 54 

제1절 불교문화 프로그램 유형 분석 ···························································· 54 

1. 연계형 ································································································· 55 

2. 단독형 ································································································· 57 

제2절 생태 중심의 다문화교육 프로그램 ····················································· 58 

1. 생태 중심의 다문화교육 프로그램 모형 ··············································· 59 

2. 생태 중심의 다문화교육 프로그램 특징 ··············································· 62 

제3절 생태 중심의 다문화교육 프로그램 운영 ············································· 66 

1. 프로그램의 세부 내용 ·········································································· 66 

2. 프로그램 구성과 유연성 ······································································ 72 

제5장 결론 및 제언 ······················································································· 81 

1. 결론 ····································································································· 81 

2. 제언 ····································································································· 83 

참고문헌 ········································································································· 85 

ABSTRACT …································································································ 91 

부 록 …········································································································ 94 

출처: 동국대학교 소장자료, 동국대학교 일반대학원:국제다문화학과 학위논문(박사), 이상형 저, 2020.02

http://lib.dongguk.edu/search/detail/CATTOT000001211144