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자료유형
학술저널
저자정보
저널정보
한국사회과교육연구학회 사회과교육 사회과교육 제41권 3호
발행연도
2002.10
수록면
91 - 108 (18page)

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The present study is focused on analyzing how the text is organized in middle and high school geography textbooks from several countries and come up with suggestions that could improve the text and the education. The results of this study are as follows.
First, the social studies textbook from the United States showed a very well integrated organization.
Second, compared with textbooks from the East Asian region, textbooks from Britain and France showed big difference in the variety of topics dealt with, point of view on dealing with the topics, the scale of classifying geographical features. French and British textbooks were also more concerned with the relation between agriculture and the environment.
Third, the Korean geography textbook displayed a similar organization as the neighberhood country textbook till the 5th national curriculum. Some changes have been attempted in the textbooks of the 6th national curriculum. And finally, Korean textbooks gained originality starting in the 7th national curriculum.
Fourth, Japanese textbooks were organized extremely systematically. The text in middle school geography textbooks were integrated in fonnality, and then separated into smaller sections.Fifth, the section handling agriculture in the Thailand textbook was written in detail. The section focused on the nation's agricultural policies describing the demand of the nation's main grain and how to prevent farm animals from catching diseases.
Textbooks should be focused more on localization. Based on the foundation of localization, textbooks should also be able to take part in the trend of globalization in order to gain more competitiveness.


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≪내용 요약≫

Ⅰ.들어가는 글

Ⅱ.주요 국별 지리교과서 농업관련 내용의 조직과 그 특징

Ⅲ.결론

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[Abstract]

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UCI(KEPA) : I410-ECN-0101-2009-374-013980792