KCI등재
중국 조선족과 한국의 초등교과서 비교분석연구 : 조선어 , 사회 , 수학 , 자연 , 교과를 중심으로 = A Comparative Analysis of Elementary Textbooks Between Korean Folks in China and South Korea
저자
발행기관
학술지명
권호사항
발행연도
1992
작성언어
Korean
KDC
375.05
등재정보
KCI등재
자료형태
학술저널
수록면
5-18(14쪽)
제공처
This study compares the educational backgrounds and the elementary school textbooks between the South Korea and the Korean folks (Chosun-Chok) in China who have an autonomous ethnic education. This is an attempt to understand them and to find ways to seek the educational support they need.
The results from the study were summarized as follows. Educational backgrounds were divided into the comparison of educational system and the comparison of curriculum. In the educational system, the school systems were compared. Whereas the 6-4-3-4 system is carried out in Chosun-Chok education, in South Korea the 6-3-3-4 system is enforced. The compulsory education of 9 years is required for both Chosun-Chok and South Korea.
For the examination of curriculum, educational objectives, textbook compilations and class time allotment were compared. The educational objectives of Chosun-Chok were based on the fundamental objectives of Chinese education that pursue socialist ideology. Although Chosun-Chok and South Korea share similar objectives with regard to the acquirement of academic knowledge and Korean language, Chosun-Chok's objectives differed ideologically from the educational objectives of South Korea which promoted democracy under the ideology of HongIkInGan(Devotion to the welfare of mankind).
The elementary school curriculum of both Chosun-Chok and South Korea were divided into subject matters and extracurricular work. Some unusual aspects were found in the textbook compilation of Chosun-Chok. Subject matters such as Ideology and Character(사상품덕), Labor, and Korean language were tanght in schools. Ideology and Character was the equivalent of moral education in South Korea and it included character training as well as idelological training. Labor emphasizes laborious work and Korean language forms 30% of the total class time. In addition, the Chosun-Chok social studies was divided into history and geography.
For the analysis of textbooks, the unit make-up and contents were compared. The comparison of unit make-up showed that South Korean textbooks consisted of units and smaller subunits with a consistent system which pursues the continuity and sequence of content by units and by grades. On the other hand, the Chosun-Chok textbooks consisted of a simple array of small units without a consistent system to provide the sequence or degree of difficuluty of the content by unit or by grade. Moreover, the unit was evolved by direct development of the main text without any introduction. In mathematics, there was a strong emphasis on repetition and exercises of the repetitive review and exercises of the learned content.
The comparison of contents was divided into content make-up, sequence, and examples used in the textbooks. When the content make-up was compared, it appeared that all academic domains of disciplines were evenly reflected in South Korean textbooks. However, in the Chosun-Chok textbook certain areas of knowledge tended to be emphasized. The comparison for each subject matter was as follows.
Korean language: While Chosun-Chok textbooks put the most emphasis on writing(30%), in South Korean textbooks; listening(26%), reading(21%) and writing(26%) were treated with the same relative importance.
Social Studies: Chosun-Chok textbooks were concerned only with history and geography, but South Korean social studies reflected and integrated the contents from the domains of political science, economics, sociology, geography, history and cultural anthropology.
Mathematics: A special emphasis was put on the domain of operation(60%) in Chosun-Chok textbooks and in South Korean textbooks five domains of numerals, operations, geometry, measurements and relations were presented in relation with each other.
Science: In the Chosun-Chok textbook, biology(40%) was stressed. However, in South Korean textbooks contents from the domains of biology, physics, chemistry and earth science were evenly reflected.
The comparison of the sequence of contents shows that in South Korean textbooks the same key concepts were gradually presented from the 1st grade on. In other words, the principle of spiral curriculum was reflected in South Korean textbooks and therefore, the degree of difficulty by grades was taken into consideration. However, in Chosun-Chok textbooks, the degree of difficulty between grades was not considered. Difficult concepts were directly presented without linking them to previous learning or introducing sentences. The results were summarized for each subject matter in the following.
Korean language: In the domain of reading of the Chosun-Chok Korean language arts textbook, biographies and editorials were first introduced in the firs tgrade. These types of writing were not studied from the grade 2 throught the grade 5, then reintroduced in the 6th grade. Meanwhile, in South Korea, biographies were introduced in the 2nd grade and editorials were presented from the 3rd grade. In the 4th, 5th and 6th grades, more units of biographies and editorials were studied than in the 1st, 2nd and 3rd grades.
Social Studies: Social studies was not taught in primary grades in the Chosun-Chok elementary school. Geography was presented in the 5th grade and history was taught in the 6th grade. In South Korea, social studies was studied from the 3rd grade. Geography was studied from the 3rd grade and history was studied mostly in the 6th grade. However, basic history such as customs and traditions were introduced in lower grades in the integrated subject called Righteous Living.
Mathematics: In the domain of numerals of mathematics of Chosun-Chok textbook, the concepts of decimals were introduced in the 3rd grade and the concepts of fractions were introduced in the 4th grade. Then in the 5th grade, the relationship between decimal and fraction was taught. In South Korean textbooks, the concepts of fractions were presented in the first grade, and scope and order of fractions and decimals were understood from studying the relationship between decimals and fractions.
Science: In the Chosun-Chok case, science was taught from the 4th grade. Chemistry was taught in the 4th and 5th grades and physics was learned in the 5th and 6th grades. Biology and earth science were presented in 4th and 5th and 6th grades. In South Korea, every domain of science was considered evenly from Wise Living of the 1st grade through the 6th grade. For example, the topic of `magnet' was dealt with at one time in the 6the grade in Chosun-Chok. But in South Korean textbooks, the topic was presented with increasing difficulty as 'playing with a 'magnet' in the 1st grade, 'magnet' in the 2nd grade and 'electric current and magnetic flux' in the 6th grade.
A number of differences were also found between the two textbooks in the ways of writing and in the examples used. The characteristics of each subject matters were as follows.
Korean language: There were a number of words found in Chosun-Chok textbooks that were differently used in South Korean textbooks. In regrad to grammar, in Chosun-Chok textbook differences were also found. The rule of 'syllable head constraint' was not used. The rule of 'insertion of the 'ㅅ' character' was not used. The insertion of the semivowel (y) was found in cases where vowel comes after vowel. Tensing of sound when a consonant meets another consonant is not reflected and difference in number of basic characters were found. Chosun-Chok used 40 characters whereas South Koreans counted them to be 24.
Social Studies: While South Korean textbooks put more emphasis on the efforts for the modernization of the country and preservation of national rights, Chosun-Chok history textbooks dealt mostly with people's uprisings and the socialist revolution.
Mathematics: South Korean mathematics textbooks dealt with examples that would elicit affective behavior of children. Meanwhile the Chosun-Chok textbook presented examples related to everyday life and ideology.
Science: Inquiry learning based on structures of disciplines (i.e., key concepts and principles) was emphasized in the South Korean textbook. But in the Chosun-Chok science textbook, many declarative sentences and commanding sentences that instruct students to carry out designated activities in real-life were found. Moreover, as in the Mathematics textbook, the Chosun-Chok textbook dealt mostly with topics focused on labor.
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