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英国格林尼治论文代写:韩国的教育系统

Keywords:英国格林尼治论文代写

自二十世纪下半年以来,在韩国的教育系统中引入了沉浸式教学作为双语教育的一种,并研究了它的必要性。J. Park(2000)提出了双语教学的重要性,特别是浸入式教育在韩国英语课堂中的应用。他的论文提供了三个关键目标:展示了其他国家在沉浸式教育方面的成功案例,探讨了浸入式教学法在韩国教育中的适用性,并认为在沉浸式教育系统中需要教授部分科目。基于教师认知的沉浸式教育在韩国课程中的应用研究。美国公园(2004)广泛调查了汉城城市地区朝鲜族小学英语浸入式教学中的教师观念。他建议,基于他的研究成果的一些思想和参与者的一些有代表性的建议概述如下(2004:277-278):“英语教育应该从根本上实现培养专业教师,浸泡后不应该给普通学科教师压力,教师强调政府政策给予周到的考虑到浸入式教师为让他们为浸入式教师的需要。此外,还需要在课程和材料方面作出初步安排,以尽量减少因准备不足而造成混乱和不便的可能性。关于诱导时间,他们建议缓慢和部分地引导浸入式教育,政府应在初期阶段以自愿、非强制性的方式向学校提出这项政策。建议以英语为母语的人工作,这对团队教学是可取的,但韩国教师应该带头学习。他们建议,在以后的阶段,韩国的英语水平高的老师应该单独上课。特别是,不同家庭背景的学生之间的社会平等是坚持的,政策制定者必须建议适当的选择受益人的方法。此外,教师认为教育不应浸泡诱导促进民办教育市场的增长。”此外,J.公园和美国公园(2007)建议的英语教育诱导时间、浸泡,其相应的课程科目,为学生选择方案,沉浸式教育的教师,浸泡类类型,为提高教师的英语水平的计划,以务实的态度和发展的材料。
英国格林尼治论文代写:韩国的教育系统
Since the latter part of the 20th century, the introduction of the immersion programme as one of bilingual education and the research of its necessity in the Korean education system has been shown. J. Park (2000) suggests the importance of bilingual education, and especially the application of immersion education to English classes in Korea. His paper provides three key objectives; showing successful cases of other countries in terms of immersion education, exploring the applicability of the immersion scheme in Korean education and arguing that partial subjects need to be taught in the immersion education system. There is updated research based on teachers' cognition to apply immersion education in the Korean curriculum. S. Park (2004) broadly surveys the subject of teachers' ideas in relation to English immersion education in Korean elementary schools in the Seoul metropolitan area. He suggests several ideas based on his research findings and some representative suggestions from participants are summarised as follows (2004: 277-278): 'English immersion education should be fundamentally implemented after cultivating professional immersion teachers and should not give pressure on general subjects' teachers.' Teachers emphasise the need for government policies to give thoughtful consideration to immersion teachers in order to make them into immersion teachers. Additionally, preliminary arrangements in terms of curricula and materials would be needed to minimise the possibility of disorder and inconvenience caused by insufficient preparation. In relation to induction timing, they recommend slow and partial induction of immersion education and the government should suggest this policy to schools in the form of a voluntary, not compulsory, aspect in the beginning stage. The idea of working with English native speakers is recommended and desirable for team-teaching, but Korean teachers should lead the initiative. They recommend that in the later phase, Korean teachers who are fluent in English should lead the class alone. Especially, social equality between the students from diverse family backgrounds is insisted upon and policy-makers are required to suggest proper methods of selecting beneficiaries. Furthermore, teachers argue that the induction of immersion education should not foster the growth of the private education market.' Additionally, J. Park and S. Park (2007) suggest a time of induction of English immersion education, appropriate subjects of immersion, its curriculum, a selection scheme for students of this programme, immersion education teachers, types of immersion class, a plan for improving teachers' English proficiency, and developing materials in a practical manner.

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