Korean Gifted Education: Domain- Specific Developmental Focus
Türk Üstün Zekâ ve Eğitim Dergisi Turkish Journal of Giftedness and Education 2016, Cilt 6, Sayı 1, 3-13 2016, Volume 6, Issue 1, 3-13 ______________________________________________________ Korean Gifted Education: Domain- Kore Üstün Yetenekliler Eğitimi: Specific Developmental Focus Alana-Özgü Gelişimde Odaklanma Seokhee Cho1 & Yewon Suh2 Abstract Öz The current Korean gifted education system is Yürürlükte olan Kore üstün yetenekliler eğitim designed to help gifted children have a balance sistemi, üstün yetenekli öğrencilerin mükem- between excellence and emotional and social meliyet, duygusal ve sosyal iyi olma hallerini wellbeing. In this article, the current status of dengelemelerine yardımcı olacak şekilde tasar- Korean gifted education is presented, reflect- lanmıştır. Bu makalede güncel Kore üstün ing on the history, purpose, theoretical founda- yetenekliler eğitimi, tarihine, amaçlarına, teo- tion, infrastructure, and state of art of gifted rik temellerine, altyapısına ve gelişim seviye- education with statistics. This article concludes sine ışık tutacak istatistiklerle birlikte sunul- with the obstacles that gifted education faces muştur. Ayrıca üstün yeteneklilerin eğitimle- and recommendations for expansion and di- rinde karşılaşılan güçlükler ve önerilere yer versification. verilmiştir. Key Words: gifted education, Korea, history, Anahtar Sözcükler: üstün yetenekliler eğitimi, Confucian culture, intra-structure Kore, tarih, Konfüçyüs kültürü, altyapı Background of Korean Gifted Education Since the foundation of the Republic of Korea and its government, gifted education in Korea has grown rapidly in a relatively short period of time. There are some differences in opinion regarding the beginning of gifted education, but it can be safely said that the current gifted education in the public education system for the first time began with establishment of Kyeonggi Science High School, an affiliated school of science center of Kyeonggi province in 1983 (Cho, 2004; Lee, 2003).
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