<論文>韓国の高等学校教育改革に関する一考察 --「高校学点制」の導入に焦点をあてて--

Abstract

This paper examines the policy flow leading up to the introduction of the “high school credit system” and its concrete plan and considers the institutional changes and aims of the introduction. The introduction of the “high school credit system” is being considered against a backdrop of social changes occurred by the “Fourth Industrial Revolution” and the educational trend toward choice-centered curricula. It is being promoted along with the review of the types of high schools based on “equalization” and reforms toward student-centered learning. Under the new system, the goals of the curriculum will emphasize students' life planning and future careers, and the subject completion standard will be set to ensure that students have acquired a certain level of ability when they advance to the next grade or graduate. In addition, by offering a variety of subjects and increasing the proportion of elective subjects in all subjects for graduation, education tailored to students' interests will be provided. This aims to nurture students' ability to learn autonomously and to develop their humanity, sensitivity, and creative thinking. Moreover, it is promoted to use learning opportunities provided by neighboring high schools, universities, and local institutions. In conclusion, it can be seen that the introduction of the “high school credit system” is intended to provide education that meets the diverse demands of students in response to changes in society, especially in the labor market, by diversifying the subjects of study in the range of general high schools. At the same time, it is intended to ensure a common minimum standard of high school education more than ever by maintaining common subjects and setting the subject completion standard.