2012, Vol.1, No.1

Journal of the Association of Korean Geographers 2023 KCI Impact Factor : 1.35

pISSN : 2287-4739 / eISSN : 2733-8991
https://journal.kci.go.kr/JAKG

This research attempts to explore aspects of contents related to East Sea and Dokdo Island in secondary school geography textbook from 1945 Liberation to 1950s, and to analyze how education of East Sea and Dokdo Island has been implemented in secondary school. Education of Dokdo Island & East Sea in teaching syllabus period was implemented actively in spite of disturbance and disorder right after 1945 Liberation. Geography textbook documented and guarded against Japan's ambition of territorial infiltration. And dealing Dokdo Island under the topic of “Ulleungdo and Dokdo” has made a kind of tradition in geography textbook description. Moreover Tsushima (Daemado) was dealt as a territory of Korea in this period. From 1950's Dokdo Island & East Sea was dealt more in details during the 1st official National Curriculum (NC). At that time Korea's willingness for protection of territory was strongly expressed as well as guarding out Japan's ambition.

This paper discusses about the present and problems of geography education subject in the national curriculum revision. Education is a process and a practice to do for training human. It is the curriculum that contains contents of this process and practice. Recently geography subject comes to a crisis in the curriculum reform. Changes in national curriculum subject contents as well as the contents of the basic direction of education, and teaching and learning, have an effect on the teacher training and college admissions. These circumstances are the result of deficiency of recognition on the importance of geography subject. However, there are many cases that were not theoretical as national curriculum involves epistemological and political tension. This study’ purpose is to examine how to change the status and role of geography subject in curriculum reform. From now it should seek a reflection and a testing, a forward-thinking stance on geography curriculum through those points. Also should provide for the future curriculum, for accepting new accomplishment of geography; geopolitics, population and environmentalism, culture and spatial phenomenon, map that was weakened, etc.

Bloom's taxonomy of educational objectives has been criticized due to ambiguity of the classification criteria, unclear psychological attributes of classification and mismatch of hierarchical structure, As a result, the revision of Bloom's taxonomy has been devised and already applied in establishment of educational goal, teaching process, and assessment in the foreign country. Therefore, based on revision of Bloom`s taxonomy of educational objectives, analyzing attainment targets in geography national curriculum and evaluative objectives in national assessment of educational achievement of geography is meaningful in verifying the property of educational objectives and evaluative objectives. The results are as follows. First, in the dimension of knowledge, ‘factual knowledge’ is mainly presented, ‘procedural knowledge’ lowly presented in geography curriculum. And in the cognitive processes, ‘understand’ is mainly presented. Second, ‘factual knowledge’, ‘conceptual knowledge’ in the dimension of knowledge, ‘remember’ in the dimension of cognitive processes are mainly presented.