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중국 2022년 개정 「의무교육 지리과정표준」의 주요 내용
林俞廷,董玉芝 한국지리환경교육학회 2022 한국지리환경교육학회지 Vol.30 No.3
Recently, the Ministry of Education of China announced the revised 「Geography Curriculum Standards for Compulsory Education (2022 Edition)」. This study analyzes the key points of the recently updated geography curriculum guidelines for compulsory education. The findings of this study are summarized as follows: First, four key competencies of geography in the compulsory education stage—harmony between humans and the geographical environment, synthetic thinking, regional perception, and geographic practice—are developed under the fundamental task of moral education of human nature. Second, students are guided to understand the earth, the home of humanity, in the following order: “universe-earth-surface-world-China” through the composition and contents of the geography curriculum in the compulsory education stage. The content of the geography course, in particular, emphasizes the importance of geographical practice exercises based on the study of interdisciplinary themes and enhances the bond between the course and the course. Third, for the first time, the academic quality standards for compulsory education have been developed, reflecting the academic achievement standard and development level of geography’s key competencies. Fourth, the compulsory education stage of the geography curriculum is developing in the direction of “deep teaching-learning”, focusing on the provision of individualized feedback for students and the process-centered assessment of teaching and learning. 최근 중국 교육부는 2022년 개정 「의무교육 지리과정표준」을 반포하였다. 이에 본 연구는 새로 개정된 ‘의무교육 지리과정표준’의 주요 내용을 살펴보았으며 연구 결과는 다음과 같다. 첫째, 덕으로 사람을 교육하는 근본 임무를 수행하고 인지 협조관, 종합적 사고, 지역 인식, 지리 실천력 네 가지 의무교육 단계 지리과 핵심 역량을 제정하였다. 둘째, 의무교육 단계 지리 과정구성 및 내용은 지리적 공간 척도에 기반하여 “우주-지구-지표-세계-중국”의 순서로 학생들을 인도하여 인류의 지구 정원을 인식하게 하였다. 특히 지리 과정내용은 교과 내 및 교과 간 연계를 강화하였으며 간학문적 주제 학습을 비롯하여 지리실천 활동을 중시하였다. 셋째, 처음으로 의무교육 단계 학업의 질적 표준을 제정하였고 지리과 핵심 역량의 발전 수준과 학업 성취 기준을 반영하였다. 넷째, 의무교육 단계의 지리과정은 ‘심층 교수-학습’의 방향으로 나아가고 학습자 맞춤형 피드백의 제공과 과정 중심평가를 중시한다.
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Citespace에 기반한 중국 지리 실천력 핵심역량 연구 동향의 계량 서지학적 분석 - CNKI(2016~2022년) 게재 논문을 중심으로 -
林俞廷 ( YuTing Lin ),董玉芝 ( YuZhi Dong ),崔珊珊 ( ShanShan Cui ) 한국지리환경교육학회 2022 한국지리환경교육학회지 Vol.30 No.4
In 2017, the Ministry of Education of China revised and promulgated the 『Geography Curriculum Standards for High School』, which formulated four key competencies: harmony between humans and geographical environment, synthetic thinking, region perception, and geographic practice. Because geography is a highly practical discipline, it will be meaningful to investigate the research progress of the key competencies of geographic practice in the field of secondary school geography education in China. Using Citespace literature data analysis software as a tool, this study conducted a quantitative analysis on the paper about China’s geographic practice, which is one of the key competencies, published in the CNKI (2016~2022) database. The analysis results and conclusions are as follows: 1) In the cooperative network analysis, research authors and research institutions have published a large number of academic journals, but the cooperative relationship is weak, so it is necessary to strengthen cooperation and communication. 2) In the co-occurrence network analysis, keywords related to geographic practice with high frequency, which includes key competencies, study tour, high school geography, etc. In the analysis of keyword cluster network, the research mainly focuses on five topics: a) key competencies b) geography teaching and learning c) textbooks of People’s Education Press d) study tour e) geography examination. Among the burst keywords, situational teaching, labor education, deep learning and other keywords have recently risen rapidly. Research is active overall, such as related to development research, but not enough research is going on related to empirical side, which is regrettable. In the future, geographic practice will continue to be the focus of research on the key competencies of secondary school geography curriculum in China, and I hope it can provide a reference for future research.
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