각국 지리교육에서 위치학습의 내용과 방법 분석 연구 - 미국, 영국, 호주, 캐나다의 초·중학교 지리교육과정 분석을 중심으로 - = Analysis on content and method of location learning in geography education of other countries - Centered on Analysis of Elementary and Middle Geography Curriculum in USA, UK, Australia and Canada -

다국어 초록 (Multilingual Abstract)

Location has been used as a core concept of geography education. This is because it is a basic knowledge for explaining the spatial situation of geographical phenomena, understanding local characteristics and recognizing spatial relationships. Nevertheless, in Korean geography education, location learning has been criticized as causing `memorizing product knowledge` and `memorizing place name knowledge`. In this study, the content and method of location learning in other advanced countries are analyzed, and implications for location learning in Korean geography education are derived. The implications are as follows. First, we need to supplement learning of the location. Students should do know the spatial location, express the spatial location, and analyze the location attributes. Second, The application of loction knowledge should be strengthened. Linking the location knowledge with locality, spatial relationship, and geographic problem cause and situation is needed.

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