An Analysis of non-subject curricula of Korean, Chinese and Japanese national primary and secondary school curricula

Abstract

Purpose: The purpose of this study was to draw implications for Korea's curriculum revision direction by comparing the characteristics and trends of the non-subject curriculum areas in Korea, China, and Japan. Methods: To this end, the name, goal, time allocation, sub-areas, document system and contents of these areas were reviewed and compared in the national elementary and secondary school curriculum revised in 2015, 2017, and 2018 respectively, in Korea, China and Japan. Results: As a non-subject curriculum, Korea has Creative Experiential Activities, China has Comprehensive Practical Activities, and Japan has the Period for Integrated Studies, Special Activities, Moral activities and Foreign language activities. Goals of non-subject curriculum in Korea are, group activities, a sense of community and creative life attitudes, in China it is, value recognition, responsibility, problem solving, and creativity realization, and in Japan, it is morals, foreign language subject goals, and integrated cross-sectional inquiry. In sub-domains, Korea has autonomous activities, club activities, volunteer activities, and career activities. China has inquiry activities, social service activities, design and production activities, and career and other activities. In Japan, moral activities, foreign language activities, class activity, student council activity, club activity, and school event are included. Conclusion: As a result of the comparison of the three countries, a transformation into a generative curriculum rather than non subjecrt or extra-curricular activities, it is suggested and it is necessary to prepare for the possibility of expanding the non-subject curriculum as a preparation for the future society.