A study on the reconstruction of the “Multilingual + Professional” curriculum system for minor languages under the new liberal arts: taking Korean language major as an example
新文科背景下小语种“复语+专业”课程体系的重构研究——以朝鲜语专业为例

摘要

在新文科建设强调学科交叉、融合创新与服务国家战略的宏观背景下，传统小语种专业以单一语言技能为核心的人才培养模式面临严峻挑战。本文以朝鲜语专业为具体研究对象，旨在系统探讨如何重构一种适应新时代需求的“复语+专业”课程体系。研究首先剖析了当前朝鲜语专业课程体系存在的核心困境：课程结构单一化与复合能力需求的矛盾、跨学科融合表面化与深度整合要求的脱节、实践教学环节薄弱与知识转化路径的阻塞，以及评价机制滞后与发展导向的偏差。针对这些问题，本文创新性地构建了一个包含“四层驱动”的系统化重构模型：第一，优化“语言核心课程群”，夯实“朝鲜语+英语”的复语基础，并融入数字素养；第二，构建“区域国别与专业方向融合模块”，通过引入系统的区域国别学理论与方法^[1]，并与经贸、法律、新闻等专业进行实质性交叉，实现知识体系的深度整合；第三，创新“技术赋能与实践教学体系”，设计阶梯式实践项目并利用虚拟仿真技术，贯通学用链条；第四，建立“动态多元评价与反馈机制”，以过程性评价和外部评价保障体系效能。本研究结合国内高校的改革案例，论证了该模型在提升学生复合应用能力、学术潜力及就业竞争力方面的初步成效。最后，文章指出重构过程在师资、协同机制等方面面临的挑战，并为小语种专业的战略转型提供了兼具理论前瞻性与实践操作性的路径参考。

Abstract

Against the macro-background of the New Liberal Arts initiative, which emphasizes interdisciplinary integration, innovative convergence, and service to national strategies, the traditional talent cultivation model of minor language majors centered on singular language skills faces severe challenges. Taking the Korean language major as a specific research subject, this study aims to systematically explore how to reconstruct a “Multilingual + Professional” curriculum system that meets the demands of the new era. The research first analyzes the core dilemmas within the current Korean language curriculum system: the contradiction between a monolithic course structure and the demand for interdisciplinary competence, the disconnect between superficial interdisciplinary integration and the requirement for deep synthesis, the weakness of practical teaching components and the obstruction of knowledge application pathways, as well as the misalignment caused by lagging evaluation mechanisms and developmental objectives. To address these issues, this paper innovatively constructs a systematic reconstruction model comprising “Four-Layer Drives”: First, optimize the “Core Language Course Cluster” to consolidate the multilingual foundation of “Korean + English” and integrate digital literacy. Second, construct the “ntegrated Module of Area Studies and Professional Specializations,” achieving deep synthesis of the knowledge system by introducing systematic theories and methodologies of Area Studies (Chen, 2025) and facilitating substantive crossover with fields such as economics and trade, law, and journalism. Third, innovate the “Technology-Enhanced and Practice-Oriented Teaching System,” designing a tiered practical project framework and utilizing virtual simulation technologies to bridge the gap between learning and application. Fourth, establish a “Dynamic and Multi-dimensional Evaluation and Feedback Mechanism,” ensuring system effectiveness through process-oriented assessment and external evaluation. By incorporating reform cases from domestic universities, this study demonstrates the preliminary effectiveness of this model in enhancing students' interdisciplinary application abilities, academic potential, and employability. Finally, the article points out the challenges encountered during the reconstruction process, such as faculty development and collaborative mechanisms, and provides a path forward for the strategic transformation of minor language majors that combines theoretical foresight with practical operability.