제6차 고등학교 지리교육과정의 내용구조 분석 = An Analysis of the Content Structure of the Sixth Higt School Geography Curriculum in Korea

다국어 초록 (Multilingual Abstract)

This study aims to find out the characteristics and the content structures in the present high school geography curriculum and the differences in the past 1st and the 5th curriculum in comparison with the present 6th one. The conclusions are as follows;
1. The 6th curriculum is the one of the national level for the purpose of achieving the educational aims and targets of high school and the superintendent of education of each city-province should carry out obligatorily the concrete organization and management according to the peculiarities of the district and the actual circumstances of the school, besides the suggested criteria, which is different from the past one.
2. Common Society is the common required subject with the object of cultivating the abilities of the research and reasonable thought decision and grasping and solving the various problems of our society in the integrated sight, in which Korean Geography is the common subject of the compulsory subject in charge of a branch of Common Society and is structured with the systematic understanding about our territory and the necessary contents in solving the problems.
3. World Geography is made up of to be understood the nature and human culture phenomena systematically and synthetically which appear in the many districts and also to be grasped the world's various characteristics as the field of the required subject in each process (human culture, society, nature, vocation process).
4. In the respect of the high level constitution-structure, Common Society seems to be a large area form externally, but it can be seen as a subject form because Korean Geography is supposed to be made as a separated textbook. In the aspect of mid level one, Common Society shows the non-continuous fields but there are some before and after interrelationships between Korean Geography and World Geography when we look at only geography.
5. In the respect of low level, Korean Geography has a constitution composed of the units (teaching items), that is, which has structures arranged the various units properly educationally and emphasizes the understanding of the living space (mainly farm-fishing village, urban community), the settlement and unification of the division of our territory, and the confrontation with the globalization age in the 21st century.
World Geography also has structures formed of the units and emphasizes the understanding of the each region oriented to the various continents in connection with Korea's globalization and advance to the international society, as the same in the 5th curriculum.
6. The differences between the 1st, the 5th and the 6th curriculum (present) are as follows.
In the 1st curriculum, Geography was a subject form in the aspect of the high level structure, and it showed actually a constitution-structure of non-continuous independent fields.
In this Geography, world geographical contents were mixed up the characters of the system and the region and among them, the economic pages were emphasized. In the 5th curriculum, Geography was also a subject form and we could see the structures made up of systematic fields. In the case of Korean Geography, it was peculiar to establish four specific regions within only one principal item in dealing with the characteristic of each area. After all, most of them were made up of systematically and so learning about the region was insignificant. In the 6th curriculum, Geography is a subject form as the 5th one, but it is characteristic that Korean Geography is included in Common Society. But in the aspect of the general structure, it is similar to the 5th one.
In our country, I think we should recognize newly and uplift the importance of the geography education coping with the globalization age. It is necessary that we should notice that even the U. S. A in which they had not been successful in geography education, recently are recognizing the importance of it and activating it. In order to develop a good geography curriculum and to be realized the geography education of good quality, we, geography teachers, take part in and endeavor to do it positively and the study workings of the groups related to the geography education should be activated.