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Recent Reform of Elementary and Secondary Curriculum for 21 st Century in Korea

Recent Reform of Elementary and Secondary Curriculum for 21 st Century in Korea. A Critique Chan Soo Keng , Fang Siew Fong Hamimah Ali, Phua Hui Bing. Objective. Allow curriculum to develop students holistically Foster student-centered curriculum

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Recent Reform of Elementary and Secondary Curriculum for 21 st Century in Korea

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  1. Recent Reform of Elementary and Secondary Curriculum for 21st Century in Korea A Critique Chan SooKeng, Fang Siew Fong Hamimah Ali, PhuaHui Bing

  2. Objective • Allow curriculum to develop students holistically • Foster student-centered curriculum • Students choose subjects based on aptitudes and interest • Students study at their own pace • More group work and class discussion • Allow schools autonomy on curriculum and administrative matters

  3. Content of New Curriculum of Korea • 10 year basic common curriculum scheme • Ability-driven and minimised of detailed content guidelines • Reduced core subjects • Increase number of electives • Emphasis on reading (Korean and Foreign languages)

  4. Content of New Curriculum of Korea • Emphasis on creativity and moral sensitivity • Use of outdoor activities for team building • Students encouraged to do community involvement projects • Strengthening the use of ICT • Differentiated learning • Fast learner: advance programme • Slower learners: supplementary programmes • Expansion of the humanity subjects • Extention of curriculum time • 27 hours per week

  5. Strategies Engaged • Partnership with various stakeholders • Parents • Parental support for home-based character building • Community • Industries • Social organisations • Early Childhood Education • Mass media • Foster local and foreign understanding • Improve communication skills • Reading Programme • To read outside of curriculum (Korean and foreign language) • A variety of authorised textbooks to be used in schools

  6. Strategies Engaged • Flexibility in operation of curriculum • Tracking staff (AEDs, FTSC) • English Language to be taught in 3rd grade (Cluster System) • Introduction of “Discretion Hours” • Introduction of Experiential Learning • Shift from knowledge-based to practice-orientated learning • Globalisation • Linking Korean history to world history • Introduction of Chinese Language as an elective

  7. Strategies Engaged • Introduction of New Curriculum • Level oriented • In-depth and supplementary • Elective oriented • Change in assessment mode • Ethical, emotional and practical inputs • Integration of Moral Education into every subject • Incorporation of Special education and education for the gifted

  8. Critique • Basic Curriculum • From Kindergarten to 2nd/3rd year high school linked to common curriculum  is it possible? • Compulsory subjects, ECAs and Discretion Hours  contradict development of students

  9. Critique • Resources • The engagement of circuit teachers  will it affect the bonding? Is there any consistency in the teaching of the moral values? • Autonomy of schools diluted curriculum with every school? Too decentralised? • Reading materials advocated by municipal and provincial education department  is there a political agenda? Condusive for critical thinking? • The use of mass media  what about the use of cyber space

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