韓国の高等学校・環境科目の教育課程改訂過程における学際性の実現

概要

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This study concerns interdisciplnarity introduced in environment studies, as a separate subject from the 6th national curriculum of 1992, to the revised national curriculum of 2009 in Korea. All the curriculum developers considered interdisciplinary approach as a critical way to maintain the identity of environmental education and suggested a few guidelines and recommendations for implementing interdisciplnarity in every part of the curriculum, including objectives, teaching methods, contents, and evaluation. Several barriers that have prevented interdiscilinarity from being materialized were identified to be: 1) teacher education program leaning toward environmental science; 2) lack of supporting systems for teachers; 3) insufficient connection to university entrance evaluation and career development. The revised national curriculum of 2009 introduced some measures to overcome such barriers, including: 1) environment project as a key content; 2) cooperative system using social environmental education resources based on Environmental Education Promotion Act; 3) more detailed, descriptive evaluation on school records in connection with admissions offices. Other necessary efforts, which were required to complete comprehensive school environmental education framework, were also discussed in this article.
日本環境教育学会の論文