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A study comparing contents of film education －Focused on Korea and Canada (Ontario) Curriculum－

Park Kibeom 1

1전주대학교

Accredited

ABSTRACT

This thesis examines the characteristics of the curriculum of Ontario in Canada, which has mainly dealt with the media literacy in the native language education, and compared it with the curriculum of the Korean language course in 2015, focusing on contents related to film education in particular. The research method was focused on content organization and categorization system, introduction time of content, contents factor after sorting film education contents extracted from curriculum of two countries. The native language curriculum in Ontario, Canada, showed the following characteristics: 1. The verbal communication skills set up 'viewing' and 'representing' together with existing listening, speaking, reading, and writing. 2. "Media Literacy" in elementary school, and "Media Studies" in secondary school are important subjects in education. 3. Achievement standards are structured in a very specific way by level. 4. Educational goals and learning contents of “Media Literacy/Studies” are very specific and systematic. 5. The content of the film itself is enriched with the knowledge and functions of the format, customs, techniques, and characteristics. On the other hand, Korean language education curriculum focuses on 'using' movies rather than 'about' movies. Therefore, in this article, I suggest some directions for improvement of film education contents of our curriculum with reference to Canadian curriculum in order to activate film education. 1. It should be composed of actual film education content to develop understanding and application ability about film. 2. It is necessary to ensure the sequentiality of contents of education so that contents of film education can be evenly seen from elementary school to high school. 3. Make sure that the various cognitive functions are linked to each other as well as the meta-cognitive activities that check and control the effects of each stage of learning. 4. We must also emphasize the activities that produce films. 5. A specialized research institute for film education should be established.

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