한국과 중국의 영재교육 비교 = A Comparison of Gifted Education of Korea and China

다국어 초록 (Multilingual Abstract)

This study compared gifted education of China and Korea. Specifically, this study investigated into the advantages and disadvantages in gifted education of both countries and suggested the improvements for gifted education.
The conclusions could be summarized as follows:
Firstly, the gifted children usually are recommended by parents or teachers in China and Korea. However, some children with potential abilities may not be selected by such a method. Therefore, a various methods for selecting gifted children should be suggested.
Secondly, the gifted children education in Korea is managed by federal government and protected by laws. But the education for gifted children is not coherent in Korea, which means some junior high or senior high schools do not provide students with gifted education programs. In the contrast, China provides a better gifted children education programs and it lasts from elementary school to high school. Nevertheless, the quantity of gifted children education programs are less and people do not pay much attention to such education program. Therefore, Korea should put more effort on the coherent gifted children education system and China should set up more gifted children education department and improve the quality of education in order to let more children in China accept such as the programs.
Thirdly, the offered classes are determined by schools in both Korea and China. Korea does not permit the grade skipping system, but enhances the education for gifted children by increasing education period. In China, the education time is shortened for gifted children and allows gifted children for grade skipping system. Increasing education time for gifted children is not preferred in China. Consequently, education system should be more flexible in Korea and other abilities except intellectual ability must not be ignored.
Lastly, the system for selecting and educating teachers for gifted children is not formed well in China. Hence, the criteria for qualified teachers need to be standardized as soon as possible. Either Korea or China does not have a specific department for training the teacher for gifted children education programs. Such department should be founded in both countries in order to educate more excellent gifted children.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구문제 = 3
• 3. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• 1. 영재의 정의 = 4
• 2. 영재교육의 필요성 = 6
• 3. 영재교육의 역사적 발전 = 8
• 1) 한국의 영재교육 발전개황 = 9
• 2) 중국의 영재교육 발전개황 = 10
• Ⅲ. 한국과 중국의 영재교육 비교 = 15
• 1. 영재의 판별 = 15
• 1) 한국의 영재 판별 = 17
• 2) 중국의 영재 판별 = 21
• 3) 한국과 중국의 영재 판별 비교 = 23
• 2. 영재교육기관 = 24
• 1) 한국의 영재교육기관 = 24
• 2) 중국의 영재교육기관 = 27
• 3) 한ㆍ중 영재교육기관 비교 = 30
• 3. 영재 교육과정 = 32
• 1) 한국의 영재 교육과정 = 32
• 2) 중국의 영재 교육과정 = 36
• 3) 한ㆍ중 양국의 영재 교육과정 비교 = 39
• 4. 영재교육 담당교사 = 40
• 1) 한국 영재교육 담당교사 = 42
• 2) 중국 영재교육 담당교사 = 43
• 3) 한ㆍ중 영재교육 담당교사 비교 = 44
• Ⅳ. 결론 및 제언 = 45
• 1. 결론 = 45
• 2. 제언 = 47
• 참고문헌 = 49