This thesis compared and analyzed characteristics of the changes of Social Studies curriculum of the middle school in Korea with reference to theories on social studies education.
The characteristics of changes from Gyosuyomok period up to the 7th ...
This thesis compared and analyzed characteristics of the changes of Social Studies curriculum of the middle school in Korea with reference to theories on social studies education.
The characteristics of changes from Gyosuyomok period up to the 7th middle school social studies curriculum are as follows.
Gyosuyomok period is a founding period of social studies established in accordance with the children-based curriculum. The 1st period corresponds to the subject-centered curriculum. The 2nd period is a settlement period constituted with empirical curriculum. The 3rd is an indigenous period focusing on academic-oriented curriculum. The 4th is a period of maturity with human-centered curriculum. The 5th period extends to preparation for localization and liberalization by mature period. The 6th period might be the essence embodiment period stressing the problem-solving ability. The 7th period directs grades curriculum aiming at holistic growth and nurturing creative human being. The holistic person as a desirable human suggested in the 7th curriculum can be summarized as morality and integrity. However, integrated social studies curriculum is lacking knowledge-centered study and integrity. Accordingly it is highly recommended to reinforce education on moral values and integrity to develop the subject.