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한면희 仁川敎育大學校 1994 論文集 Vol.28 No.2
In this paper, I will attempt to show how Education for International Understanding in Korean social studies has been modified in accordance with the several amendments of the National Curriculum and what the current status of Education for International Understanding is. These tasks are, I believe, of great significance in improving in Korea. As seen above, the elementary school social studies curriculum in Korea covers all of the four themes of Education for International Understanding. The above analysis shows that all of the 10 elements of study of UN and other international organizations (1.0) are included in the curriculum : 9 elements out of 10 concerning 'understanding other countries (2.0),' 6 out of 8 about 'human rights (3.0),' and 10 out of 12 regarding 'common problems (4.0)' are also mentioned in the curriculum. In total, 35 out of 40 elements of Education for International Understanding are reflected in the curriculum. In case of the 3rd and 4th grades, there was relatively high degree of relatedness in 2.0 and 4.0 in the 5th and 6th grades, relatedness was found in 1.0, 2.0 and 3.0. In general, significant relatedness was found in 2.0 (2.1, 2.3, 2.7) and 4.0 (4.1, 4.7, 4.9). Incase of 2.0, the contents of the curriculum related to Education for International Understanding were concerning acceptance and understanding of other cultures and nations. I have already shown that the elementary school social studies curriculum is closely related to the themes and elements of Education for International Understanding. In Korea, globalization is recently being accelerated, which alters Korea's roles and promotes her status in the international society. Therefore, Education for International Understanding is getting more crucial. In the meantime, Education for International Understanding is facing the dilemma : on the one hand, it should pursue ideals Such as world peace and welfare of people ; on the other hand, it cannot deny the prevailing tendency in which countries put the ultimate priority on their national interests. Today's world is suffering from many diseases : overpopulation, nuclear waste, environmectal destruction, dry-up of natural resources, etc. It is time to turn to 'world citizenship' education through which we identify global problems threatening our lives and search for their practical solutions but not for abstract ideals. In doing this, it is critical for each and every nation to develop her own traditional culture, to communicate with other nations for mutnal understaning, and thus to build up a basis pf consensus in terms of identifying and solving common problems. Hence, prosperity and happiness of all mankind in the future can be promised.