IB DP 교육과정 Geography와 2015 개정 교육과정 세계지리 비교 분석 : 음식 단원을 중심으로 = Comparative analysis of the IBDP curriculum geography and the Korean national curriculum 2015 world geography : under the theme of the food section

다국어 초록 (Multilingual Abstract)

This study identified the context and direction of the subject "food" in the geography subjects of different curricula by comparing the Geography subjects of the IBDP curriculum and the World Geography subjects of the National Curriculum 2015.
Language network analysis shows that the food unit of IBDP Geography has a high frequency of emergence of terms mainly related to "food, health, access" and high link centrality. The World Geography subject of the National Curriculum 2015 confirmed that the terms "region, grain, crops, agriculture" appear frequently and have a high connection centrality. IBDP Geography's view of food provides opportunities for learners to recognize food-related real-world issues from the perspective of global citizens, addressing regional gaps, regional gaps, and health differences from various regional and positional access levels. In addition, it is possible to present data to learners to recognize global problems to enable competency evaluation through 'food'-related learning elements, which are linked to learners' behaviors and linked to life to have the identity of behaviors.
By comparison, the National Curriculum 2015 view of world geography emphasizes aspects of resources and distribution. Through quantitative analysis, the origin, distribution, and movement of food production are interpreted to identify the characteristics of the region. The process of production and consumption of "food" is centered, and the focus is on data-driven positivist interpretation of data and quantified learning. This contributes to enhancing the ability to process 'knowledge' and 'information' and increasing understanding of world diversity. However, it is insufficient to carry out a series of processes that can critically look at problems that emerge around the world and suggest solutions.
The World Geography subject is more suitable than any other subject to implement the direction of the high school credit system. And since it can address all the issues that arise in space, it is also the most suitable subject for convergence with other subjects. In particular, drawing issues to everyday life topics to foster competence as citizens of the world can increase its effectiveness. Among them, the subject of 'food' is the most common and most relative learning element. And it can provide a key issue that can be linked to life.
Therefore, it is necessary to organize a curriculum that can cultivate global citizens' qualities such as critical thinking, problem-solving, decision-making, and community competence through "food" in the world geography subject.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 분석 대상 3
• 3. 분석 방법 4
• 4. 선행 연구 검토 6
• Ⅱ. 이론적 배경 11
• 1. 음식의 지리 11
• 2. IB DP 교육과정 13
• 가. IB DP 교육과정의 목표와 인재상 14
• 나. IB DP의 선택과목 구성 16
• 다. IB DP의 Geography 교육과정 18
• 3. 2015개정 교육과정 20
• 가. 2015개정 교육과정의 인간상과 핵심 역량, 인재상 21
• 나. 2015개정 교육과정의 사회과 목표와 교과역량 22
• 다. 2015개정 교육과정의 고등학교 과목 구성 24
• 라. 2015개정 교육과정의 세계지리 과목의 목표 및 내용체계 26
• Ⅲ. IB DP 교육과정 Geography와 2015개정 교육과정 세계지리의 '음식' 관련 단원 구성 내용 분석 29
• 1. 음식 관련 단원의 교육과정 구성 29
• 2. 핵심 용어 및 학습량 분석 33
• 가. 핵심 용어 분석 33
• 나. 학습량 분석 34
• 3. 학습 내용 분석 35
• 4. 탐구 활동 분석 39
• Ⅳ. 언어 네트워크 분석을 통한 IB DP Geography 교재와 고등학교 세계지리 교과서 '음식' 관련 단원 내용 비교 분석 42
• 1. IB DP Geography 교재 '음식' 관련 단원 언어네트워크 분석 42
• 가. Measuring food and health(place) 43
• 나. Food systems and the spread of disease(process) 49
• 다. Stakeholders in food and health(power) 53
• 라. Future health and food security and sustainability(possibility) 57
• 마. Option F 전체 60
• 2. 고등학교 세계지리 교과서 '음식' 관련 단원 언어네트워크 분석 64
• 3. IB DP Geography와 고등학교 세계지리 '음식' 관련 단원 언어네트워크 결과 비교 분석 69
• Ⅴ. 결론 72
• 참고문헌 77
• ABSTRACT 80