A Comparative Study On Chinese And Korean Senior High School Geography (Society) Textbooks

Curriculum comparison, especially with developed countries is the basis work of national curriculum. Textbook comparison is the most important content. Previous researches mostly focused on the comparison between China and European countries. Only a few researches referred to comparison of China and South Korea. Nearly half a century, South Korean textbooks formed its own characteristics through the reform and practices. Through the comparison of Chinese and Korean geography (society) textbooks, we can find out the advantages and disadvantages of both textbooks. So both the China and South Korea could learn from each other.This thesis paper compares the structure, content, and surface system based on the Chinese and South Korean senior high school geography (society) textbooks. This thesis paper will use the geography curriculum theory, education theory, comparative education theory with method of literature and comparison to compare Chinese and South Korean geography textbooks. By the comparison, this thesis paper got the following conclusions and enlightenment.I. ConclusionFirst, the two textbooks have similar structures, while there is an introduction part in the beginning of each section in South Korean textbook. Both Chinese and South Korean textbooks include a variety of geographic elements, while Chinese textbook is much deeper and more flexible.Second, Chinese and South Korean textbooks design a teaching guide, and both deliver definitions of geography in concise language. While South Korean textbook uses more vivid and specific language; Korean textbook is designed conclusion in each lesson and summary in each unit, and it is closer to real life.Third, on the aspect of activities of the textbooks, activity parts are not operational in both textbooks. Chinese textbook has more various types, especially have high proportion of "analysis", "discussion" activities. South Korean textbooks have a high proportion of "demonstration" and "survey" activities. Both Chinese and South Korean have more cases in the part of human geography module than physical geography module. Chinese textbook has more cases than South Korean.Forth, both Chinese and South Korean books have a high proportion of images, types, landscape map, and small proportion of satellite map. Chinese textbook has a large area of image, pays attention to show geographical theory, and includes a high amount of information. South Korean textbook focuses on the landscape images to increase the direct perception; it has a higher proportion of comics.II. EnlightenmentFirst, in terms of two countries:The contents of the two books are basically in accordance with the order of "from far to near," "from complex to simple", this arraignment does not meet the cognitive theory of students. China and South Korean textbooks should distribute the types of image reasonably, and both of them need increased the proportion of satellite map.Second, in terms of China:it is suggested that Chinese textbook should arrange an introduction part in the beginning of in each chapter (unit), or a summary. Chinese textbook should reduce the proportion of diagram and charts, and increase the proportion of map and landscape.Third, in terms of South Korea:South Korean textbook has less knowledge, and much more activities, it should strengthen the convergence of knowledge. South Korea relied too much on the content of Social Class Curriculum; it should increase the capacity of knowledge.