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한·불 중학교 국어과 교육과정 비교 연구 : 내용영역을 중심으로 원문보기
(A) Comparative study on middle school curriculum between Korean and French language : Focused on the learning contents area

  • 저자

    서미자

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    국어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iii, 97p.

  • 키워드

    중학국어 국어교육 교육과정 국어교과;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10060111&outLink=K  

  • 초록

    A country's education system is closely related to the history, the tradition and the cultural context of the country, and foretells not only the transition and development of education but also the future of the country. Education system changes over time through educational reforms. Thus it is important to examine the change of education curriculum in a country. This study is to compare Korean education curriculum in Korea and French education curriculum in France and to explore the realities of Korean education in this country. As for reasons for selecting French education system, first, our middle school education emphasizes public education and compulsory education like France, so students graduating from elementary school advance to middle school without having an entrance examination. Second, in both countries, education contents in middle school curriculum aims at 'the enhancement of students' linguistic abilities.' Third, French middle school is exerting efforts to build students' character and to prove efficient education through cooperation among students, home and society, namely students, parents and community, which is also pursued by the 7th Education Curriculum in Korea. Furthermore, France is paying much attention and love to language policies in its education system. In Korea as well, people are gradually realizing the importance of Korean language education in the culture of valuing education. Such a trend is well indicated by the large number of language classes from elementary school to high school in both countries. In order to overcome problems in their educational realities and to lead each student to achieve a certain level of learning, Korea is executing 'education based on students' level' and France is executing 'learner-oriented education' based on 'individualization education.' The purposes of this study are as follows. First, this study compares the contents of national language education curriculum at middle school in the two countries. Second, based on the results of comparative analysis, this study identifies problems in Korean education based on students' level and looks for solutions in the light of French education curriculum. Third, this study examines the suggestions of the open and closed education system in France upon our education system. For these purposes, the author compares the structure, changing process, nature, goals and characteristics of middle school education in both countries as a general overview. The 7^(th) Education Curriculum explains specifically 'the process of change,' 'the clarification of nature,' 'the unification of educational goals,' etc. and presents education based on students' level in detail by dividing education contents into 'listening speaking reading writing knowledge of Korean language literature.' Current French education curriculum presents specific and definite 'education goals' according to the level and the characteristics of each school year but it does not clarify 'the process of change' and 'the nature of French curriculum.' It divides education contents into 'reading writing verbal expression linguistic tools' and emphasizes 'reading.' According the result of comparison, the education curriculum of each country has advantages as well as disadvantages. Because the current education curriculum in France is far advanced, however, it gives several suggestions for our education system. First, decentralization and anti-bureaucratism in French educational administration allow individual schools to operate autonomously and flexibly according to their unique condition and characteristics and enhance teachers' specialty and creativity, so consequently heighten the effects of education. Second, educational curriculum, which is organized individually and cyclically, gives students sufficient time for adaptation and provides them with space for developing their own learning rhythm as well as opportunities for exercising their aptitudes and abilities. Third, France does not reform the entire education curriculum for elementary and secondary schools but changes it gradually if necessary or when a problem is raised by school year or periodically. On the contrary, Korea reforms at once the entire education curriculum for all school years subjects of elementary and secondary schools. Such a method of reforming needs to be reconsidered.


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