Abstract
In this paper, as the first step to develop a Chinese curriculum for children, the educational stages were categorized, and the form of the curriculum was established. First, in order to classify educational stages, the prior task in the development of a curriculum, the characteristics of ‘Nuri curriculum’ for Korean children and those of ‘elementary school curriculum’ were examined. Both ‘Nuri curriculum’ and ‘elementary school curriculum’ have been designed based on the ‘theory of multiple intelligence’, and have the common feature of ‘integrated curriculum.’ Accordingly, in this paper, the Chinese education stages for children were divided into ‘the first step of Chinese education for children’ of preschool, ‘the second step of Chinese education for children’ on the first and the second grade in elementary schools, ‘the third step of Chinese education for children’ on the third and the fourth grade in elementary schools, and ‘the fourth step of Chinese education for children’ on the fifth and the sixth grade in elementary schools. And it has been suggested that a Chinese curriculum for children should be developed in the form of ‘horizontal integrated curriculum’ by taking the practicality of education into consideration, and based on the theory of multiple intelligence appropriate for educational effects and the characteristics of children in developmental stages.
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