세계 여러 국가의 지역 지리교육에 대한 비교 분석 = An International Comparative Analysis of Regional Geography in Secondary Schools
저자
권순덕 (서울대학교 대학원)
발행기관
학술지명
권호사항
발행연도
1989
작성언어
Korean
KDC
374.000
자료형태
학술저널
수록면
97-113(17쪽)
제공처
소장기관
Contemporary Regional Geography Education is dynamic and continuously respond to the social change. There has been a strong need for continual redefinition, renewal arid improvement through the reform of Regional Geography in education-especially through curriculum improvement of 'National Geography'.
The purpose of this study is to analyze the structures and contents of Regional Geography curricula in education at secondary schools, identifying new trends of change and suggesting the direction to improve Regional Geography in education.
Curricula materials of Regional Geography in education to be compared with are collected from thirty countries. The study attempts to describe aspects of the structure of curricula of Regional Geography in education in thirty foreign countries in an analytical way.
The analysis takes in the characteristic features of Regional Geography curricula in education at secondary schools in foreign countries, related to the structural forms, aims and contents.
Based on the findings in this study the following conclusions were formulated:
(1) The curricular reform of Regional Geography in education of each country, taken root in its framework, retains characteristics although each is distinguished from others in contents and form. There are general elements manifested in the effort to address new needs in the ever shifting of references.
(2) The concepts of curricular of Regional Geography in education include various curricular materials, guidelines, courses of study, syllabus, textbooks, program, reference frame, fieldwork, audio-visual techniques, computer assisted learning, teaching and learning materials.
(3) Innovations for curriculum development, operation, and evaluation of Regional Geography in education have been attempted under the nation-wide concerns in thirty countries.
(4) The Integrated Geography Curriculum of Regional Geography in education in Anglo-Saxon is so enumerous to teach that it may not be necessary to make a list of materials. Much emphasis has been put on print sources. There are many examples of other adis (filmstrips, slides, videos, computer software), Many Regional Geographies in education have been influenced by social scientists who have attempted to isolate the concepts of each discipline in order to formulate interdisciplinary social science curricula in the United Kingdom, North America, Australia and New zealand.
(5) One the contrary, it is obvious that the use of a single structure of geography in the secondary school could invite just as much criticism in the 1970s from geographers in the frontiers of the discipline in european countries.
(6) Patriotic, cosmopolitan and emancipatory geographical aims are found in all systems and at all levels of development but always with a different accentuation. On the one hand, the patriotic aims are dominaat in the Third World and in socialist countries ...The cosmopolitan aims can be either more liberal or more offensive... and, on the other hand, the emancipatory aims in the form of 'attitudes' are on the advance in western industrialized countries such as Great Britain, USA, Australia, West-Germany and other west European States.
(7) The content of Regional Geography in education in most countries of the world is the geographical region of their own nation, their own continent and the rest of the world. The information about regions and countries is often given more or less in a rudimental concept of Regional Geography from Natural Geography to Human Geography of a landscape, region, country or continent. The necessary selection of topics out of the great quantity of geographical information leads to different accents ...partly in the area of Physical Geography as in most socialist states and party in the area of Human Geography as in many western countries.
(8) The classical Regional Geography in education still seems to be widespread, but also very often strongly criticized. New paradigms are being discussed as the basic ideas of Geography...in some places more in the direction of physical Geography, in others more in the direction of social, economic or human geography and planning geography... but also landscape and geosyatem are discussed concepts for developing Regional Geography in education.
Future research is needed to suggest an approach of Regional Geography in education to the identification of a number of structures in geography based on the paradigms used by research workers to formulate questions about, and to demonstrate that paradigms provide a more meaningful form of cohesion for regional geography in education.
My ideal is that textbooks should be used creatively and critically in classrooms, rather than used in the passive, accepting, manner that characterises so many classrooms.
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