ScholarWorks@숙명여자대학교

초록

This study analyzed and compared the curriculums of social studies and moral education as they are highly related to citizenship education to confirm how global citizenship education is being handled in the current 2015 revised middle school curriculum. Analysis standards applied indexes for ages 14 to 16 among global citizenship education curriculums presented by Oxfam. Analysis results showed that, among contents related to global citizenship education, contents relevant to knowledge and understanding appeared relatively more compared to contents on skills, values, and attitude. Such bias mainly appeared in the domains of geography and general society, and in skills parts, there were tendencies of focusing on specific elements (critical and creative thinking skills), and values and attitudes were hardly dealt with in the curriculum. Next, when the characteristics of each domain of geography, general social studies, and moral education were observed, in the case of geography, global citizenship education was applied relatively evenly across the entire curriculum, and in the case of general social studies, related content appeared intensively in specific units. The moral education showed characteristics of dealing with global citizenship education more directly while specifying ‘global citizen’ in certain achievement standards and differences were shown compared to other domains as aspects of knowledge, skills, and value appeared evenly.

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