Curriculum Reform in Korea: Issues and Challenges for Twenty-First Century Learning

Autor/inn/en	So, Kyunghee; Kang, Jiyoung
Titel	Curriculum Reform in Korea: Issues and Challenges for Twenty-First Century Learning
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 4, S.795-803 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0161-2
Schlagwörter	Curriculum Development; Foreign Countries; International Assessment; Academic Achievement; Elementary Education; Secondary Education; Faculty Development; National Curriculum; Critical Thinking; Problem Solving; Thinking Skills; South Korea + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Schulleistung; Elementarunterricht; Sekundarbereich; Kritisches Denken; Problemlösen; Denkfähigkeit; Korea; Republik
Abstract	Since the introduction of international achievement assessments, Korea has received a great deal of global attention because of its strong academic performance achieved at primary and secondary education levels. However, Korea has not fully benefited from these achievements in education for several reasons as discussed in this paper. The Korean education system is now faced with challenges that have emerged from these achievements. The purpose of this paper is thus to discuss the curriculum reforms in Korea, which were undertaken to achieve sustainable success and meet the challenges of the twenty-first century learning ecology. This paper highlights that beneath its high academic performance, the Korean educational system faces problems related to students' low interest levels in learning, a declining index of students' happiness, and increasingly deskilled teachers because of the prescribed national curriculum. This paper describes the current shift taking place in the Korean educational system as it move from knowledge delivery to competency development, from academic excellence to student happiness, and from centralized and detailed prescriptions to more autonomous decision making by teachers in order to overcome these problems and respond actively to twenty-first century learning ecology. In addition, this paper suggests that changes must be followed in terms of school practice, teachers' professional development, and sociocultural structures as means of achieving these reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01