| 中韩两国的社会课程是分离为造就相符社会主义的国民和具有平易近主国民本质的人力而设置的，是两都城异常存眷的科目之一。韩国的社会课程自1946开课以来，作为小学的自力科目运转了60余年的时光，而在中国以地舆和汗青为中间社会课程于20世纪90年月被改编为整合科目“社会”，以后又于本世纪初改名为“品格与社会”课程，内容上亦有所更改。本文经由过程对中韩两国现行小学社会课程的比拟，剖析其配合点和差别和各自的特色，拟为往后弄活两国社会课程的研究奠基需要的基本。因此本文将运用中韩两国的社会课程尺度、教科书、教授教养指点书等材料，对两国小学社会课程的性质、课程内容、教授教养及评价办法等停止全体的比拟剖析。本文由五个章节组成，其重要内容以下。第一章说明了中韩小学社会课程的性质。本章经由过程考核社会课程的界说、同其他学术范畴的差别及社会课程的实质，说明了中韩两国社会课程的寄义和经由过程社会课程拟造就的国民尺度。剖析成果中国以造就具有社会主义品德的社会主义国民为目的，而韩国则以造就具有公道决议计划才能的平易近主国民作为社会课程的终究目的。第二章经由过程考核中韩两国社会课程的变迁进程，说明了中韩两国社会课程变迁的特点和变迁进程中的配合点和差别。中韩两国社会课程变迁的配合点是两国均寻求社会课程的综合化。中国现行的社会课程经由过程将品格整合到社会课程，显出了比韩国更强的整合性。第三章比拟剖析了中韩两国社会课程尺度。对社会课程尺度的停止比拟剖析成果，两国的社会课程均强调了社课程的综合性经历和常识，在内容构造上具有运用情况扩大法等诸多配合的地方。分歧的地方是韩国实施的是依据先生的程度停止分级教导的课程，韩语论文网站，而中国则是强调品德标准。第四章比拟剖析了中韩两国社会课程的教授教养办法及评价办法。在教授教养办法方面两国社会课程并没有很年夜差别。在评价方面中韩两国均看重控制先生的学业提高水平，而且以此作为对教员教授教养成果停止检查的手腕。第五章比拟剖析了中韩两国社会课程的教授教养用书。经由过程对教科书，即中国国民教导出书社出书的品格与社会和韩国国定教科书社会及教员用书的比拟说明了配合点和分歧的地方。对教科书的外形、内容停止比拟剖析的成果，中国开辟运用的是相符中国地区实情的诸多教材，韩国则同一运用国定教科书，免费韩语论文，唯三年级在运用依据各地实情自行开辟的地区性教材。经由过程比拟剖析得出的结论是，中韩两国小学社会课程配合的地方要多于相异的地方。然则因为中韩两国寻求的目的分歧，所以虽然在教导内容和寻求的及格人才方面若干有些差别，但是终究均以造就相符其社会的人才作为目的是共通的。这些现实证实中韩社会课程并不是是具有自力性的一个科目，而是依据国度施政的须要停止国民教导的具有浓重政治颜色的科目。从而中韩两国小学社会课程均是造就相符其社会标准之人的科目，从这一点下去说该课程是以国民教导为特点的。 Abstract: China and South Korea's social curriculum is to create a consistent socialist national and a plain near the main national essence of human and setting is both abnormal deposit dependents subject of separation. South Korea's social curriculum since the commencement of the 1946, as primary independent subjects running time of more than 60 years, and in the Chinese geography and history in the intermediate social course in the 20th century, 90 years was adapted for subjects "social integration", later in the beginning of this century was renamed "moral character and society" curriculum, content also has changed. In this paper, through the process of China and South Korea the current primary school social studies compared to analyze the common and differences and their own characteristics, to get back to live two social courses need basic research foundation. Therefore in this paper, the application of China and South Korea's social curriculum standards, textbooks, teaching guide book materials, to our social studies in the elementary education in nature, course content, teaching and evaluation methods and so on to stop all of the comparative analysis. This thesis consists of five chapters, the important contents of the following. The first chapter explains the nature of primary school social studies between China and korea. In this chapter, through the definition of process assessment in social studies, with other academic areas of difference and social curriculum essence, illustrates the social curriculum in Korea and China send righteousness and through the process of social curriculum intends to create national scale. The analysis of the results of China to create socialist morality for the purpose of national socialism, and South Korea to create a fair and plain decision to near the main national curriculum as a social goal after all. The second chapter through the change process of the social curriculum assessment of China and South Korea, illustrates the process characteristics and changes and changes in the social curriculum between cooperation and difference. With the change of Curriculum between China and Korea's social integration in both countries seeking social course. China current social course through the process will be integrated into the social character of curriculum, showing the integration of more than South korea. The third chapter comparative analysis between China and South Korea society curriculumstandards. Of course the social scale carries on the comparative analysis results, two social courses emphasize the social course comprehensive experience and knowledge, with application of expansion method and many other places in the content structure with. Different place is South Korea to implement the is based on the degree of classification Mr. taught in courses, and China is stressed the moral standard. The fourth chapter comparative analysis of the teaching methods and evaluation methods of social curriculum between China and South korea. In the aspect of teaching methods between social courses and not very big difference. In the evaluation of China and South Korea are important to improve the level of control of MR studies, and as a teacher of teaching results of examination of the wrist. The fifth chapter comparative analysis of the teaching books of China and South Korea social course. Through the process of textbook, namely China National teach the Yuelu book "character and society" and South Korea National Textbook "society" and the teacher's book analogy to illustrate the bifurcation points and fit. On the textbook of appearance, content to carry on the comparison analysis of the results, China will open up the application of is consistent truth in China many textbooks, South Korea with the application of a national textbooks, only the third grade in the application according to the reality of each develops voluntarily area material. Through the comparative analysis of the conclusion is that China and South Korea with the local primary school social studies than in different places. However because of China and South Korea for the purpose of differences, so although in teaching content and seek qualified talent some some differences, but eventually to create consistent talent of the society as the goal is common. The reality of social curriculum is not confirmed in China and South Korea is a subject with independent, but according to the need of national policy to stop teaching national strong political subjects. China and South Korea to build social primary school courses are consistent with its standard of social subjects, from this point that the course is to teach the national characteristic. 目录: |
