한국과 중국의 중학교 과학교과서 화학영역 비교

다국어 초록 (Multilingual Abstract)

The purpose of this study is a comparative analysis of the chemistry field in Korean and Chinese science textbooks of middle school.
The results of this study are as follows :
First, the ratio of time allotment in Korean and Chinese curriculum is the following. In Korea, the 2.7hours a week and the ratio is 2.70% among the total 102 hours while in China, the former is 3.00 hours and the latter is 3.03% among the total 99 hours. This fact shows that China puts more time and ratio on chemistry in a science textbooks.
Second, considering the aim of the chemistry education in Korea and China : the basic understanding, observation, development of the ability to perform an experiment and adaptation to daily life, the aims of chemistry education in both countries are quite similar. But, It's clear that both sides make more effort in settling daily life adaptation.
Third, after seeing the contents of the chapter, Korean science textbooks are properly developed by students' level in the way of gradually intensifying contents. Korean chemistry field is composed of repetition and in-depth type while Chinese one is developed synthetically from basic to advanced level and in the final step, they wrap up the chapter with integrated contents and adaptation to a daily life.
Forth, comparing the construction of the chapters and the development in the chemistry section in two countries, they are very similar in construction to the students' level. Chinese sum up the chapter's content in each chapter's collection and helps students study systematically.
Fifth, in experiment field, Korea practices experiments in every sections enabling students to understand the actual results of the experiment and understand the content or the chapter. Chinese textbooks deploy experiments, but it simply sums up the basic finishing all the sections in a chapter. They deploy general experiment and optional experiments at the end of the whole chapter. But as a whole, the fundamental frames of experiment are almost the same even though they have different approaches and methods.
Sixth, The illustrations in Korean science textbooks are mostly featured in color photos and they enhance a visual effect while in Chinese textbooks are just illustrated in pictures lowering a visual effect.
The number of the illustrations in Korea outnumbers one in China. Seeing the content of the illustrations, Korea put more pictures of real experiments. China put just pictures and cartoon-type illustrains. It shows that Korea emphasize more on experiment and China mainly depends on explanation. So it can hardly help to attain the original object of the illustration to motivate the students' learning as subsidiary materials.

목차 (Table of Contents)

• Ⅰ. 문제의 제기 및 연구목적 1
• Ⅱ. 연구방법 3
• 1. 연구자료 3
• 2. 연구방법 4
• Ⅲ. 선행연구 5
• Ⅳ. 한국과 중국의 과학교과서 화학영역 비교 7
• 1. 학교교육제도 7
• 2. 교육목적 9
• 3. 화학교육의 목표 10
• 4. 화학교과의 특징 14
• 1) 화학교과의 성격 14
• 2) 교육과정 편성 14
• 5. 화학영역의 목차내용 16
• 1) 화학영역구성 16
• 2) 화학영역의 목차내용 19
• 6. 단원구성 및 전개방식 28
• 7. 실험비교 30
• 8. 삽화비교 40
• Ⅴ. 결론 48
• 1. 결론 48
• 2. 제언 49
• 참 고 문 헌 50
• summary 51
• 부록 53