This paper is a comparative study on the Technology Education(TE) curriculums of Northeast Asian countries(Korea, China, Japan and Taiwan). The purpose of this study is to compare the concepts and characteristics of the TE curriculums in middle school...
This paper is a comparative study on the Technology Education(TE) curriculums of Northeast Asian countries(Korea, China, Japan and Taiwan). The purpose of this study is to compare the concepts and characteristics of the TE curriculums in middle schools of Northeast Asian countries. In the specific objectives of this study, the educational objectives, contents, methods and evaluations of TE curriculums have been analyzed among four countries comparatively. The major results of this study were as follows:First, this study shows that the characteristics of the TE curriculums in four countries were focused on students' adaptation toward future society and were implemented in a mandatory curriculum as a fundamental course for male and female students. Second, the most important aim of the TE is to promote problem solving ability, creative thinking ability, and practical ability to adapt the development of the society. Third, this study shows that four Northeast Asian countries were composed of consecutive academical structure based on the technologies of manufacturing, construction, communication, transportation and biotechnology. Fourth, four countries have the lecture style teaching method as a traditional teaching technique in TE classes. And CAI, field trip, problem solving method, project method, program teaching method, and modular teaching method are applied to the T. E.'s classes. Fifth, most countries like Korea, Japan, and Taiwan depend on the paper and practice test, and other evaluation methods such as actual training evaluation, observation, self-evaluation, colleague evaluation and report have been found.