From the perspective of how the educational world should response to the rapidly changing society, this paper studied on the direction of training human resources required by modern society on Koreanology in terms of academy, practice and culture, and introduced a new training model that enables interdisciplinary communication and compounding. As a new exploration of Koreanology in Chinese universities, this study aims to enhance the professional skill and the scholarism of study itself, and has an implication to the revival of the true nature of universities that endeavors to maximize learners’ academic ability. Instead of an institution that only teaches skills, university should be a place that constantly creates and challenges new knowledge. In summary, this paper has the following implications. Firstly, the program of compound talents training on Koreanology overcomes the limitation of so called academic outcome by Korean native speakers that are L1 users, and reflects the diverse and vibrant image of Koreanology according to researchers and senior students that uses Korean language as L2 in the process of globalization, enlarging the extensions of Koreanology. Secondly, by the development of the educational program that meets the modern society requirements, we extend Koreanology from the Korean Wave Phenomenon and Cultural Boom to the satisfaction of the academic nature and social demand, expecting that the growth of Koreanology would continue with the development of international study and the increase of academic communicationThirdly, this study tries to give a new definition of Koreanology from an external view according to L2 users instead of the perception that used to define Koreanology from the internal view by L1 users, therefore has an implication to the study of the spontaneous evolution and development of Koreanology overseas. In this sense, the program of compound talents training on Koreanology aims at a new prospect of the study of this field. (Shandong University)
1. 서론
2. 문제가 아닌 차이로서의 중국 내 한국어교육
3. 융합형 한국학의 시도와 교육 과정의 개편 방향
4. 결론
참고문헌