중국 초등교사들의 융합수업에 대한 인식과 실행

Abstract

In order to understand the recent education trends in China, this study attempts to figure how integrated education, which has become the center of education reform, is being practiced in Chinese elementary school. A survey was conducted with elementary school teachers in China, pursuing how teachers perceive the current state of the operation and practice of integrated curriculum, and how they thought to improve it. As a result, almost Chinese teachers participated in survey positively supported the implementation of the integrated curriculum and thought that they should practice it. Chinese elementary school teachers differed from Korean teachers in that they recognized the competency of ‘knowledge and information processing' as the most important core competency among core competencies, but both teachers had similar perception in recognizing ‘aesthetic and emotional competency’ as the least important. It was found that the degree to which integrated classes were being practiced in Chinese school education did not show a very high level of awareness. In general, Chinese elementary teachers considered that the educational conditions were not yet suitable for adopting integrated curriculum, in particular, and that integrated curriculum would make lower their students' academic ability because it did not carry the evaluation of student’s academic achievement. It was emphasized that the formation of the Teacher Research Cooperation Group was more necessary than on-line or off-line education for integrated education in order to improve the practice of intergrated classes. It was also raised that translating educational research terms that were interpreted reflecting the socio-cultural context of each country and compiling an annotation dictionary were necessary for the development of international comparative educational research.