한국, 캐나다, 핀란드의 중학교 모국어 교육과정 비교 연구

Abstract

Abstract

A Comparative Study on the Secondary Language Curriculum of Korea, Canada, and Finland

Jeon Dae-il Advisor : Prof. Jae-ki Lee Ph.D. Major in Korean Language Education Graduate School of Education. Chosun University

This study aims to find out meaningful results from comparative studies on secondary language curriculum of Korea, Canada, and Finland. The reason why the researcher chooses the three countries is that they are at the highest rank in the PISA(Programme for International Student Assessment) of the Reading Domain from 2003 to 2015, and they are recognized as a powerful nation in terms of education. The Korean version of 2015 revised curriculum was compared with the Canadian version of 2007 revised curriculum and Finnish version of 2016 revised curriculum. The level of curriculum was secondary language and the objectives and core contents and achievement standards are compared and analyzed respectively. Even though there were studies about international comparison between curriculum ,however, those were limited to present general statement and were not analyzed in detail. Therefore this study has a significant meaning in terms of comparing curriculums systematically. The results of analysis are following. First of all, the introduction of Media education and application is necessary in the Korean language education circumstance. Korea is the leader of IT industry all around world and there are more mobiles than the population so the speed of supply is incredible. The information on the web is the key content in 21st century. The curriculum of Canada and Finland includes the 'Media' as an independent field, which gives a meaningful implication for Korean curriculum. Secondly, the curriculum of Canada and Finland provide integrated approach for language education. For example, literature and reading is integrated as an one subject and students are supposed to read literature naturally. In the case of Canada, rules and structure of language, knowledge of language, vocabulary are integrated meaningfully. Korean language curriculum is also needed to be adapted in that way of changing. Thirdly, language competency should be emphasized in language curriculum. Revised version of Finland in 2016 focused on competency for education revolution. They include ideas and leaning, cultural competency, interaction and expression, self-caring, ICT competency, responsibility and authority competency. Therefore, those of three findings are to be implemented into Korean language curriculum near in the future.