한·일 초등 사회과 교육과정 개정의 특징 고찰 : 초등경제교육의 내용 변화를 중심으로

Abstract

This study would analyze the revision of the curriculum of elementary social studies between South Korea and Japan, would draw the characteristics and would aim to review changes in the contents of economic education in elementary school. The curriculum is revised to cultivate qualities and abilities required to cope with the changes of the times. There is no difference in the background of the curriculum revision between Korea and Japan, but there are a few differences in the contents of the curriculum. First, in Korea, it changes from the application of the expanding environments principle to the application of the flexible one. The adequacy of the contents of the curriculum is promoted in order to reduce the burden of learning burden and to adjust the amount of learning. Second, economic education in elementary school in Korea uses the theory of economics as the basic concept. Especially, as this phenomenon has accelerated since 2007, the level of difficulty of economic education increased in elementary school, which turned it into an education of memorization, instead of an education of understanding. Third, in Japan, economic education aims to ensure that students acquire the basic knowledge, concepts, and functions of social facts and phenomena and to develop their ability to utilize them. Fourth, economic education in elementary school is a life contact type approach that lets students be interested in the things that happen around their living, instead of an approach from economics. In economic education in elementary school, it is important to understand the value and function of the economy as well as economic knowledge. Thus, it would be necessary to enable students to understand economic contents in everyday life through the expansion of life-centered experiential learning.