中、韩现行高中地理(社会)课程标准比较

서지정보

· 발행기관 : 고려대학교 중국학연구소
· 수록지 정보 : 중국학논총 / 75호 / 261 ~ 282페이지
· 저자명 : Yang, Chanxi, 이영

초록

Using the comparative analysis method, a comparative analysis of the content related to social subjects in China's General High School Geography Curriculum Standard (2017 Edition Revised 2020) and South Korea's 2015 Revised Education Curriculum was conducted from six aspects: curriculum system, curriculum objectives, nature of the curriculum, curriculum content, curriculum implementation, and curriculum evaluation, and an analysis of the pros and cons of the design of the curriculum standards in the two countries can be found: 1. Different course systems and significant differences in course structure and number of class hours；2. Different curriculum objectives, with the Chinese Geography Curriculum Standard having obvious disciplinary objectives and the Korean Social Curriculum Standard having an integrated emphasis on the cultivation of the "human being"；3. The nature of the curriculum is fundamentally different, with the Chinese geography curriculum retaining the geography subject system intact, while the Korean social curriculum has weakened physical geography, merged and abolished economic geography, and reduced and transferred parts of geography technology and practice；4. a mixture of gains and losses in curriculum content, with some similarity in the Chinese Geography, Korean Geography, World Geography, and Tourism Geography curricula, and greater variation in the curriculum in the area of Earth Science；5. the coinciding requirements of curriculum implementation, which both demand "practicality" and promote diverse learning styles；6. Curriculum evaluation has a positive emphasis on diversity and pluralism, but the focus of evaluation varies. The high school curricula in China and South Korea are still undergoing deepening reforms, so consider the following inspirations for developing the high school social curriculum in South Korea for China: 1. The content of the social studies curriculum is multidisciplinary, reflecting interdisciplinarity and addressing the realities of "load reduction"；2. Faster curriculum revision cycle with rich experience in curriculum reform. The development of the Chinese high school geography curriculum has the following implications for Korea: 1. Safeguard disciplinary integrity in the curriculum, which can draw on the diversity and standardization of the types of geography curriculum in China；2. The integration of multiple educational philosophies for a rigorous and orderly educational theory.

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