• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Hwankyungkyoyuk
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• v.18 no.2 s.27
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• pp.113-125
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• 2005

Korea, China and Japan show distinct features in their school environmental education, which are derived from their own spreading processes. Japanese school environmental education has developed as a result of assimilating of anti-pollution education and nature education, and has a feature that makes much of nature experiences. The introduction of 'Period for Integrated Study' in 2002 seems to begin activating Japanese school environmental education. Chinese school environmental education started in higher education institutions around the middle of 1970's, and has a feature that makes a point of scientific approach, even in primary education schools. The two government ordinances,'National Action Program for Environmental General Knowledge ($1996{\sim}2010$)' and 'Educational Scheme of Environmental Theme Study for Elementary and Secondary School Students' issued in 2003, gradually promote school environmental education in China. It is remarkable that Science and Technology Centers for Youth and also increasing environmental NPOs often support environmental activities in elementary or secondary schools. The most notable feature of Korean school environmental education is that 'Environment' has already offered as a regular elective subject in junior high school, and official 'Environment' textbook has published since early 1990's. Though, the adoption rate of 'Environment' is not yet so high. Each country's peculiar issues are as follows. Japan: (1) Students often lack basic knowledge about environmental important problems. (2) 'Period for Integrated Study' is now threatened with cutting hours by the idea of increasing periods for basic subjects to keep high achievement. China: (1) There are large regional differences and school distinctions in operation of environmental education. (2) Adult environmental education needs to be expanded, because the most part of Chinese have no experience of school environmental education. Korea: (1) The relationship between the administrative division which plans school environmental education and teachers group is not quite well. The adoption rate of 'Environment' in junior high school needs to be improved. The training of many teachers for environmental education instructors may be the most important and effective cooperative action among Korea, China and Japan, and for that purpose we ought to work on making a better handbook for instructors, at first.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.237-244
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• 2019

According to the 2015 revised curriculum, the software education was provided to elementary school education in Korea. In Korea, information education became a necessary education. However, in Korea elementary school, information education is still not operated as an independent subject. This study examines the information education curriculum and information education textbook contents at the national level of Korea and China. The implications of this study can help establish the direction of information education in Korea.

• Journal of the International Relations & Interdisciplinary Education
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• v.2 no.2
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.1-11
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• 2011

This study was carried out to analyze primary gifted education systems in Korea and China. The results of the research are as follows : (1) The objectives of the gifted children education of two countries are same. They intend to dig out hidden talent and giftedness of gifted children. They emphasize the development of creativity in the gifted children through the various special teaching methods. (2) Korea has been doing the gifted education limitedly focused on the 4th grade students in elementary school after regular school curriculum, but China has performed gifted education from primary school to university quite systematically. (3) Korea tend to select the students based on the objective sources such as teachers' observation, recommendation, school scores, but this has limit to find out the real potential genius. China has the similar problems, but they consider of the comprehensive talented and abilities in students at school unit level. (4) Both countries have the teacher training systems for study to make more efficient programs and methods in gited education. It has been emphasized the necessity of gifted education to expand the range and target. Most of all it is very essential to train the teachers to manipulate the gifted education programs. The government should be persue the multiplicity and professionality now. So there are so many things to learn from China since they managed the gifted education in a regular curriculum of the school.

• Journal of Korean Elementary Science Education
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• v.30 no.1
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• pp.38-50
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• 2011

As the rate of foreign workers increasing, the rates of their children are rising, as well. The children's native countries vary from Japan, China to Indonesia, and difficulty of learning is expected in their entering the regular education due to the differences in the contents and curriculum they had learnt. This study analyzed the science textbooks of five Asian elementary schools including Korea, China, Indonesia, Thailand, and Iran-in diversified sides focusing on the content of earth science, for the children of foreign workers. The characteristics of the elementary science textbooks of the subject countries were compared in seven criteria-the rate of earth science in the textbooks, how units are arranged, whether the earth science contents are included, the contents highly related to their socio-cultural traits, photographs, scientific inquiries, and test items. The textbooks showed numerous differences with their own characteristics, and it is expected that the children of foreign workers would face difficulties in studies taking parts in the Korean formal education. Hereupon, this study proposes the needs of development of sub-materials for the children of foreign workers adapting to schools, and reinforcement of educating teachers for understanding children, with a national plan for the children excluded from education due to problems such as an illegal residence.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.27 no.3
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• pp.295-319
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• 2016

This study was conducted to review the reading education and the required reading list for elementary school students which is being executed as part of China's language education. For this purpose, extracurricular reading list of language curriculum standard enacted in 2011 was investigated and required list for elementary school students recommend by China's Ministry of Education education in 2012 and 2015. Furthermore, the comparative analysis of extra curricular reading list and two types of required reading list recommended by the Ministry of Education. As a result of investigation on two types of lists of required reading, it was found out that there are lots of fairy tales and science book types by genre, lots of British book by nation, and as a result of comparison with extra curricular reading list, it was found out that there is higher rate of reflection of oversease books and Chinse authorsd, and that there were higher rate of reflection of contemporary literary works and science. Based on these findings, studies on Chinese authors, Chinese fairy tales, and contemporary literary works and studies and recommendations on various subjects were suggested.

• Journal of the Korean Institute of Educational Facilities
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• v.18 no.3
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• pp.13-21
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• 2011

Yanji city in China is a city most populated with Korean-chinese. This study is to examine architectural planning characteristics for Korean-chinese Elementary schools in Yanji city. Currently, this city includes nine Korean-chinese schools. This research has been processed with regards to three broad aspects. Firstly changing processes of school systems, secondly local distributions and networks of school facilities, and thirdly site plans, floor plans and elevations of school buildings were analyzed and examined for finding their characteristics. For this study, seven Han-chinese Elementary schools were also analyzed. The study result are as following: 1. Korean-chinese schools have followed national education policies and also maintained Korean-chinese native education methods. The schools have undergone merger and separation with Han-chinese Elementary schools. Three Korean-chinese Elementary schools in Japan Colonials, two schools in the period of the Republic of China foundation and its growing, and four schools in 1980s were founded. 2. Yanji city administers the networks of Korean-chinese school districts and Han-chinese districts separately. All school districts apply to lkm standard as attending distance. The networks are adjusted as per population change. 3. The characteristics of buildings' site plans, floor plans and elevations are simple. Layouts of the schools are - type or -type centered playground. Building plans show one side corridor type and 5 stories mostly. Elevations stress central parts. Various forms such as finger types do not appear in mass planning since the school curriculum and extracurricular activities are not seemingly active. Han-chinese Elementary schools have similar conditions.

• Journal of The Korean Association For Science Education
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• v.16 no.4
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• pp.351-364
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• 1996

This study aimed at identifying the organization of contents, the level and scope, the time of study and experiment acivities in science text books by comparing and analizing the characteristics of the Elementary School Educational Curriculum in Korea, China and Japan. First, the objectives of science subject are focussed on understanding nature exactly, learning inquiry methods and developping scientific attitudes. This is very desirable in the lights of teaching students' characteristics. Second, three countries, Korea, China and japan treat the natural phenomena impartially in the formation of the contents of natural science. Especially, china threats scientic contents related to the real life themes importantly. Third, the number of concepts and pages of the natural science textbook are put in Korea. China and Japan in order. Time of study and the level scope of contents in natural science should be composed of desirable national situations. Forth, the time of experiment activities is put in Korea, Japan and china also in order.

• Journal of Educational Research in Mathematics
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• v.20 no.3
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• pp.241-254
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• 2010

Under the consideration of Chinese math education tradition and new educational orientation, we compared and analyzed Korea and China's lower-grade elementary school textbooks. The result was that Chinese textbook puts much emphases on practice, skill and repetition, presents condensed contents, provides various learning contents simultaneously, rich humorous expressions, and a lot of implicit representations. From these results, we presented some implications for our mathematics education, future textbook writing, and the follow-up studies.