中國中等敎育における日本語敎科書の政策と現況
분야
어문학 > 일어일문학
저자
유분려 ( Fen Li Liu )
발행기관
한국일어교육학회
간행물정보
일본어교육연구 2012년, 제24권 23~37페이지(총15페이지)
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    국문초록
    中華人民共和國成立後の中國の敎科書制度は大まかに國定制、檢定制確立、檢定制發展という三つの時期に分けることができる。現在は檢定制發展の時期を迎え、敎科書の多樣化が實現され、「一綱一本」(一つの指導要領、一つの敎科書)という時代が終わり、多人數、多ル―トの敎科書檢定制度が作られた。これにより、2000年から敎材選擇委員會の構成も整備され、敎育部門の行政リ―ダ―、敎硏員、敎師、保護者などが選擇委員會のメンバ―となり、多視点から敎科書を採用選擇することが求められるようになった。また、2000年から、中國では中等敎育における敎育改革が行われた。「敎學論」と「課程論」に關する議論が行われると同時に、敎育課程の本質に關する檢討も活發になってきた。そうした背景の中で、『全日制義務敎育日語課程標準(實驗稿)』(2001.7)『普通高中日語課程標準(實驗)』(2003.4)が出された。これらには、日本語課程は敎師と生徒の共同活動であること、手段としての言語敎育と敎養としての言語敎育を統合することが日本語課程の性質であること、言語知識、言語技能、文化素養、學習ストラテジ―、感情態度という五つの要素により支えられる總合言語運用能力が日本語學習養成の最終目標であること、が明記された。これらに基づいて、新しい日本語敎科書も作成された。
    영문초록
    Since the founding of the People`s Republic of China, the publication of textbooks has seen three phases: the phase when textbooks were produced by the government, the first phase of governmental censorship, and the second phase (or the finer phase) of governmental censorship. Along with the perfection of the governmental censorship system, the diversification of textbooks was realized, and the era of “one curriculum and one set of textbooks” came to an end. Beginning from 2000, the Committee of Textbook Selection, made up mainly of leaders from educational administrative departments, education instructor, teachers and parents, tried to select appropriate textbooks from various perspectives. And beginning from the same year, the curriculum reform of primary education started. The Japanese Curriculum Standards for Full-time Compulsory Education (Experimental draft) (2001) and The Japanese Curriculum Standards for General Senior Secondary Schools (2003) were released in the context of heated discussion about theory of curriculum and instruction. The two standards specify explicitly that Japanese language teaching is an activity that involves both the teacher and the student, and the ultimate objective of Japanese curriculum is to develop the comprehensive performance of students at the following five perspectives: language knowledge, language skills, cultural literacy, learning strategy and emotional attitudes. Thus the compilation of the new set of Japanese textbooks is initiated as a result.
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