온라인 환경에서의 문화 요소 활용 한국어 읽기·쓰기 통합교육 방안 - 북경외대 UNIPUS 수업 사례를 중심으로 -

초록

This study explores the potential and instructional design of integrated reading–writing instruction in Korean that leverages cultural elements within an online digital learning environment. Using UNIPUS, the integrated foreign-language education platform developed by China’s FLTRP, as a case, we examine—at a theoretical and structural level—how the platform’s multimodal content (text, audio, video, and AR), AI-driven automated feedback, learning analytics, and personalized recommendation features can foster cultural understanding as well as reading and writing performance. Based on a review of prior research, we propose a five-step instructional design framework encompassing (1) cultural topic selection, (2) multimodal reading, (3) meaning construction and analysis, (4) writing task implementation, and (5) feedback and revision. We further articulate implementation pathways that organically link reading-centered contextualization with writing-centered production through the actual operation of UNIPUS modules (history & culture / natural landscapes / economy & education). The analysis indicates that while UNIPUS effectively enhances the presentation of cultural content and immersive experiences—thereby promoting learners’ cultural empathy, critical reading, and expressive abilities—the current task structure remains largely characterized by unidirectional consumption, calling for design interventions that trigger productive writing and participatory cultural analysis. As this study focuses on proposing a theoretical model, future work should empirically validate learning outcomes in real classroom contexts and refine task typologies and interaction designs. Nevertheless, the proposed framework offers a practical foundation for qualitative transformation in online and platform-based Korean language education.

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