한국 · 중국 · 일본 고등학교 지리 교육과정의 개발 동향 분석

Abstract

Integrated Korean, Chinese, and Japanese high school geography curriculums were developed in 2018. After examining three curriculums in order of background of development, content, method, and assessment, the authors clarified the common and different characteristics of each curriculums in this paper. Based on the results, the curricular contents and methods aim at strengthening Education for Sustainable Development, Global Citizenship Education, and Key Competencies in Geography. Within the curriculums, the system and organization of contents consist of: 1) geographic and environmental problem solving using GIS, GPS, RS; 2) interdependence and creation of sustainable relationship between human and nature and disaster measures; 3) understanding of living with cultural diversity in a place through the relationship between human activity and natural environment; 4) regional geography based on living space (river basin); 5) reasonable use and management of water and marine resources; 6) rural and urban areas as living space; 7) relationship between population and living environment; 8) economic activity and movement; and 9) connections and interdependencies among spatial scales. With regard to teaching and learning methods, teachers consider the following: 1) thematic inquiry and problem solving using GIS, GPS, RS; 2) geographic task solving based on survey of learners’ living space; 3) applying comparisons, relations, and changing perspectives between systematic themes; 4) identifying learners’ thinking structure and presenting expressible task; and 5) inquiry and question strategies according to 5 themes in geography education.