ScholarWorks@숙명여자대학교

초록

This study examines Chinese language education in Korean primary, secondary, and higher education since the 21st century, analyzing three dimensions: school education, higher education, and students’ learning motivations. Findings show that under the interaction of policy, social demand, and market forces, Chinese education in Korea has shifted from quantitative expansion to qualitative deepening and from exam-oriented instruction to integrated functional development. At the primary and secondary levels, mature practices have emerged in early-age instruction, localized textbooks, multimedia, and cultural experiential learning. Higher education has evolved from a language-and-literature focus to a comprehensive China studies model, integrating language skills, professional knowledge, and general education. Student motivations have moved from single exam-driven choices to a combination of educational, cultural, and career considerations. Future development relies on interdisciplinary curricula, compound training models, and digital teaching. Limitations include reliance on statistical data with limited field and longitudinal research.

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