역량 기반 대만 지리 교육과정의 특징

Abstract

The aim of this study is to explore implications for the further curriculum revision of Korean Geography curriculum by analyzing the characteristics of Taiwan’s competence-based curriculum based on its curriculum design, its relations with competence, and organization of learning contents. According to Taiwan’s curriculum, students in 1st~9th grades(compulsory education) study Geography under Social Studies section, one of the seven subject areas; high school students in 10th~12th grades study ‘Systematic Geography’ and ‘Regional Geography’ separately. Taiwan’s curriculum has configured competency as a separate category in its general guideline and emphasizes that the competency should be achieved through the content knowledge. However, at the level of composing and organizing the content of Geography curriculum, it hasn’t configured its distinct subject-competence or core concepts of Geography. It simply states the parallel relationship between Geography content knowledge and competencies. The case of Taiwan’s Geography curriculum design gives implications for the future revision of Korean Geography curriculum in the following references: Taiwan’s Geography curriculum which claims to be competence-base stresses the development of competence while the knowledge structure of the subject still follows the traditional way. Another point is that its curriculum does not introduce any distinct competence of Geography in different levels.