통일 이후 초등교육과정 개발을 위한 기초 연구 = (A)study on the foundation for the development of elementary school curriculum after unification of Korea

국문 초록 (Abstract)

영문초록:The purpose of this study is to provide some basic data for the development of elementary school curriculum after the unification of South and North Korea. The followings are the main research subjects to which this paper attempted to find answers: 1. What should be the ideology of national education after the unification of Korea and how should it be developed: 2. How to develop an elementary school curriculum suited to the post-unification situation in Korea: 3. How to improve/develop the teaching-learning methods of elementary school education in a post-unification situation in Korea: The study subject was composed of 16 specialists in North Korean education and defectors from North Korea. The specialists in North Korean Education were all qualified professionals holding Ph. D's in this area of study. 7 of them are currently teaching in universities and doing research on North Korea and Korean education after unification; 3 are full-time researchers in research institutes related to the subject. The immigrants who had absconded from North Korea were also eligible research subjects, all being educational college graduates and having sufficient teaching experience in North Korean secondary schools, though not currently employed in schools. For survey tools, interview-questionnaire papers were used for each subject group. The questionnaire was composed of 17 questions that covered three categories: educational ideology; elementary school curriculum; and teaching-learning methods in elementary school education. The collected data was analyzed according to frequency, categorized into individual issues, and further complemented by an extensive literature search, with detailed interpretations of the data and critical/comparative studies with previous research outcomes. The findings of the survey were as follows: 1. A comparison of educational ideology between South and North Korea reveals a great gap between the two. South Korean educational ideology is predicated upon the cultivation of human beings who, individually, have independent propensities and the qualities to become an ideal citizen; who, nationally, can contribute to the development of a democratic country; and who, globally, are able to serve for the realization of the common ideals of human prosperity. On the contrary, North Korean educational ideology is predicated upon the cultivation of revolutionaries who fight for their society and people, and of new communist leaders who are equipped with a keen intellectual faculty, virtuous character, and a strong body. The survey conducted on the specialists in North Korean education and immigrants who had absconded from North Korea suggests that, after unification, educational ideology be more focused on cultivation of students' personality(25.0%) and of the qualities to make them ideal citizens of a democratic society(56.3%). It also recommends building basic life habits(62.5%) and general studies education(18.8%) as the goals of elementary school education. 2. The elementary school curriculum in South Korea pursues variety rather than conformity of educational effect, puts more emphasis on the development of individual student's aptitude and talents; aims at cultivating whole human beings, and teaches pure academic subjects. In contrast, North Korean curriculum design focuses on political discipline and instruction for the students' ideological unity, aims at their understanding of the labor class and implanting such consciousness into their minds, and tends to stress field work that puts classroom knowledge into practice, consequently taking the characteristics of politico-ideological education rather than pure academic activity. Abolition of politico-ideological contents(50.0%) and idolization education(68.8%) and development of new curriculum fit for the post-unification situation is shown to take a predominant position. 3. Teaching-learning methods in South Korean elementary school include teacher-oriented lesson, student-focused teaching and a teaching method based on educational engineering; meanwhile, those in North Korea are characterized by explanation, discussion and debate, question-answer method and observation-based teaching, thus stimulating students to respond to intended goals. The general principles of the North Korean teaching-learning method endorse the principle of maximizing the effect of early education, the principle of contrasting extreme polarities of feelings, the principle of learning through model, the principle of combining theory and practice, the principle of stressing the priority of ideological education, the principle of education as the instrument of revolution, and the principle of cultivating a personality adaptable to the revolutionary tradition. As for the teaching-learning methods, the result shows that an elementary teaching method should replace group-oriented educational method(75.0%) and the principle of self-criticism(56.3%) with more individualistic and creative educational methods. Drawn from the findings, the conclusion of the study is summarized as follows: 1. Educational ideology after unification should incorporate the cultivation of ideal citizens of a democratic society equipped with an independent spirit and creativity, and the creation of whole human beings who enjoy perfect harmony of intelligence, virtue, and health; and of cooperative human beings who can contribute to the development of the community to which they belong, while becoming self-reliant as individuals. To achieve such an aim, the goal of elementary school education after unification should lie in developing students' good conduct and sound life habits as well as giving them a grounding in a general humanities education. 2. Elementary school curriculum after unification should be directed to the removal of idolization of a certain individual in school education and also of the politico-ideological content of teaching, in pursuit of education that cultivates ideal citizens of a democratic society. The development course of the elementary school curriculum after unification should be based on a variety of education so that students' different aptitudes and talents are recognized and fully developed. A practical solution to overcome the differences between the two disparate educational systems is to develop and distribute teaching materials and tools related to the teaching on North Korea. Development and application of a balanced elementary school curriculum suited to the new post-unification situation emerges as a primary task to be undertaken. 3. In a post-reunification situation, the group theory educational method and self-criticism principle should be removed and changed into an educational system in which students' human dignity is respected and their individuality is nurtured