中韩初中思想品德（道德）课程标准比较研究
发布时间：2018-12-06 12:34
【摘要】：课程标准是课程改革的中观形式,是课程改革的核心。随着国际教育改革浪潮的掀起,中韩两国思想品德(道德)都进行了与时俱进的改革,我国成功进行了八次改革,韩国进行了七次规模比较大的课程改革。通过比较两国的课程标准,相互借鉴,取长补短,对我国课程标准的研发和课程的发展具有非常重要的意义。本文主要采用文献法、比较研究法,以课程论、比较教育理论、比较思想政治教育理论为理论指导,在了解中韩思想品德(道德)课程标准发展历程的基础上,对两国课程标准的课程理念、课程性质、课程目标、课程内容、课程评价等方面进行逐一横向和纵向的对比,得出如下结论:(1)中韩在课程理念上有相同的部分,表现在两国都尊重学生的个性发展,积极倡导培养学生在学习过程中的主体性,加强学生独立、进取的精神,两国都重视培养学生的人文素养。中韩在课程理念上也有所不同,表现提出方式不同、侧重点不同。(2)中韩课程都属于人文学科范畴,都看重学科与生活的联系培养学生探究问题的能力、解决问题的能力的培养。然而我国思想品德课课程性质是针对初中生而言的,是建立在义务教育的基础上,联系初中学生的认知发展水平提出来的。而韩国的课程性质是针对整个道德课程而言的。(3)课程目标方面,两国都体现了情感态度价值观、能力、知识上的要求,都将体现性目标与结果性目标的相结合的表述方式。在要求程度上,两国都重视基础知识的掌握。两国课程目标首先最大的不同点在于结构上的不同,我国课程目标更显示出层次性,有明确的实施建议,操作起来较韩国而言较容易。(4)课程内容上,两国都将课程作为必修课程在初中阶段实施,都非常强调层次性,都考虑到学生的认知水平,注重选取基础性内容。在内容选择上,我国思想品德课程内容具有超越性和抽象性。在国家领域的学习上,我国引导学生学习社会主义的相关知识。课程评价上,首先评价目的都注重促进学生的发展,其评价方式都呈现多样化,评价内容也都趋向全面化,在评价体系也有所不同。综上,中韩两国的思想品德(道德)课程标准在课程理念上、课程性质上、课程内容上、课程评价上都存在共性和个性的因素。因此,本文通过进行国别间的比较,取长补短,共同进步,实现两国课程标准的长足发展。
[Abstract]:Curriculum standard is the medium form of curriculum reform and the core of curriculum reform. With the rise of the tide of international education reform, both China and South Korea have carried out the reform of moral character (morality) with the times, China has successfully carried out eight reforms, and South Korea has carried out seven large-scale curriculum reforms. By comparing the curriculum standards of the two countries, learning from each other and learning from each other, it is of great significance to the research and development of curriculum standards and curriculum development in China. This article mainly adopts the literature method, the comparative research method, takes the curriculum theory, the comparative education theory, the comparative ideological and political education theory as the theoretical guidance, understands the Chinese and Korean thought moral character (moral) the curriculum standard development course foundation, Comparing the curriculum idea, nature, goal, content and evaluation of curriculum one by one between the two countries, the following conclusions are drawn: (1) China and South Korea have the same part in curriculum concept. Both countries respect students' personality development, actively advocate the cultivation of students' subjectivity in the learning process, strengthen students' independence and enterprising spirit, and both countries attach importance to the cultivation of students' humanistic literacy. China and South Korea have different ideas on curriculum, different ways of presentation and different emphases. (2) Chinese and Korean courses belong to the category of humanities subject, and they all attach importance to the connection between subject and life to cultivate students' ability to explore problems. Develop the ability to solve problems. However, the nature of ideological and moral courses in our country is aimed at junior high school students, which is based on compulsory education and linked to the level of cognitive development of junior high school students. But the nature of the curriculum in Korea is aimed at the whole moral curriculum. (3) in terms of curriculum objectives, both countries embody the requirements of emotional attitude, values, abilities, and knowledge. Will reflect the goal and the result of the goal of the combination of the expression. To the extent required, both countries attach importance to the mastery of basic knowledge. The biggest difference between the two countries lies in the difference in structure. The curriculum objectives of our country are more hierarchical, have clear implementation suggestions, and are easier to operate than those of Korea. (4) the curriculum content, Both countries take the curriculum as a compulsory course in the junior middle school stage, and both emphasize the hierarchy, take into account the students' cognitive level, and pay attention to the selection of basic content. In terms of content selection, the content of ideological and moral course in China has transcendence and abstractness. In the national field of study, our country guides the student to study the socialism related knowledge. In curriculum evaluation, the first purpose of evaluation is to promote the development of students, its evaluation methods are diversified, the content of evaluation tend to be comprehensive, and the evaluation system is different. In summary, there are some common and unique factors in the curriculum concept, the nature of the curriculum, the content of the curriculum and the evaluation of the curriculum in the ideological and moral (moral) curriculum standards of China and Korea. Therefore, through the comparison between countries, this paper aims to make up for each other and make common progress to realize the rapid development of curriculum standards of the two countries.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
本文编号：2366033
[Abstract]:Curriculum standard is the medium form of curriculum reform and the core of curriculum reform. With the rise of the tide of international education reform, both China and South Korea have carried out the reform of moral character (morality) with the times, China has successfully carried out eight reforms, and South Korea has carried out seven large-scale curriculum reforms. By comparing the curriculum standards of the two countries, learning from each other and learning from each other, it is of great significance to the research and development of curriculum standards and curriculum development in China. This article mainly adopts the literature method, the comparative research method, takes the curriculum theory, the comparative education theory, the comparative ideological and political education theory as the theoretical guidance, understands the Chinese and Korean thought moral character (moral) the curriculum standard development course foundation, Comparing the curriculum idea, nature, goal, content and evaluation of curriculum one by one between the two countries, the following conclusions are drawn: (1) China and South Korea have the same part in curriculum concept. Both countries respect students' personality development, actively advocate the cultivation of students' subjectivity in the learning process, strengthen students' independence and enterprising spirit, and both countries attach importance to the cultivation of students' humanistic literacy. China and South Korea have different ideas on curriculum, different ways of presentation and different emphases. (2) Chinese and Korean courses belong to the category of humanities subject, and they all attach importance to the connection between subject and life to cultivate students' ability to explore problems. Develop the ability to solve problems. However, the nature of ideological and moral courses in our country is aimed at junior high school students, which is based on compulsory education and linked to the level of cognitive development of junior high school students. But the nature of the curriculum in Korea is aimed at the whole moral curriculum. (3) in terms of curriculum objectives, both countries embody the requirements of emotional attitude, values, abilities, and knowledge. Will reflect the goal and the result of the goal of the combination of the expression. To the extent required, both countries attach importance to the mastery of basic knowledge. The biggest difference between the two countries lies in the difference in structure. The curriculum objectives of our country are more hierarchical, have clear implementation suggestions, and are easier to operate than those of Korea. (4) the curriculum content, Both countries take the curriculum as a compulsory course in the junior middle school stage, and both emphasize the hierarchy, take into account the students' cognitive level, and pay attention to the selection of basic content. In terms of content selection, the content of ideological and moral course in China has transcendence and abstractness. In the national field of study, our country guides the student to study the socialism related knowledge. In curriculum evaluation, the first purpose of evaluation is to promote the development of students, its evaluation methods are diversified, the content of evaluation tend to be comprehensive, and the evaluation system is different. In summary, there are some common and unique factors in the curriculum concept, the nature of the curriculum, the content of the curriculum and the evaluation of the curriculum in the ideological and moral (moral) curriculum standards of China and Korea. Therefore, through the comparison between countries, this paper aims to make up for each other and make common progress to realize the rapid development of curriculum standards of the two countries.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.2
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