S-Space College of Education (사범대학) Center for Educational Research (교육종합연구원) 교육연구와 실천 Journal of the College of Education (師大論叢) vol.19/20 (1979)
地理科 敎育 課程의 變遷 : (舊韓末~日帝末)
- Issue Date
- 서울대학교 사범대학
- 사대논총, Vol.20, pp. 31-43
- The purpose of this study is to recognize changes in curriculum of education of geography during colonial time by Japanese and to supply reference materials for consolidating and realization in objects and contents in curriculum of education of geography. (1) The latest period of Yi Danasty Before 1900 precise objects and satisfactory contents in' curriculum were presented but they were not suitable to circumstances of those. days. After 1900 Japan interfered Korean to colonize Yi Dynasty. Geographical subject was excluded in independent teaching subjects because geography and history seemed to incourage independent spirit and national consciousness. This period was dark age of Education of Geography. (2) Early period of Japanese colonial time Geography was not treated as independent subject in elementary school on the period. The textbooks 'Japanese Geography' and Earth Science' were only used in Middle School. Korean geography. was included in 'Japanese geography' and Korea was treated as a part of Japanese region. (3) Middle period of Japanese colonial time Education of Geography had had new enlightment by New Cultural Policy. Geographical subject was revived by ‘New Korea Education Proclamation' which obtained systematic objects contents and teaching method they commend not to stimulate national consciousness in teaching of geography. (4) last period of Japanese colonial time Educational policy was modified for The World War II. Theorefore geography named national subject was moved to policy subject which made Korean people to be Japanese people and direction of geographical subject was differenciated from its original object. The results of this study are: (1) For those period’s geographical subject was re garded as subjects of incouring national consciousness and patrioatism: (2) The more geography of education was wrongly reinforced by political policy, the more direction of geography of education was deviated from its original objects. (3) The more geography of education was rightly incouraged by political policy, the more direction of geography of education was familiar to its original objects.