The purpose of this study is to analyze and examine transition of curriculum in primary school from 1967 to 1983. This study also identified the characteristics and differences with comparison of the establishment, the first and the second revised curriculum.
The major findings of the study are as follows:
1. The theoretical background toward transition of curriculum in primary deaf school curriculum were the experience-centered curriculum in 1967, discipline-centered curriculum in 1979 and human-centered curriculum in 1983 according to general school curriculum.
The establishment curriculum in 1967 was initially written are according to the spirit of the Law of Education and emphasized on national development, productivity, rationalism, local community and anticommunism-ethics. The first revised curriculum in 1979 was based upon discipline-centered curriculum and the Chapter of National Education, and stressed on self-realization, democratic value and national development. The second revised curriculum in 1983 was based human-centered curriculum and maintained fundamental spirits of general school curriculum, also stressed on the activity of therapeutic education for improvement of the handicap.
2. For the educational objectives of primary deaf school curriculum, the established curriculum(1967) are divided into objectives of general school (seven items) and specific objectives (five items) with respect to improvement of the handicap, the first revised curriculum(1979) are only composed of objectives of general school and the second revised curriculum(1983) is divided with respect to improvement of the handicap.
3. For organization of primary deaf school curriculum, the established curriculum(1967) is composed of subject matter, anticommunism-ethics and extra-curricular activities, the first revised curriculum (1979) is composed of subject matter and extra-curricular activities and the second revised curriculum (1983) is composed of subject matter, extra-curricular and therapeutic-educational activities.
4. For guidelines to curriculum implementation of primary deaf school curriculum, both of curriculum in 1967 and in 1979 are divided into planning, teaching, but in 1983 are divided into planing, teaching and evaluation.
Several problems are found in this study in transition of curriculum in primary deaf school. It has been over-emphasized on language education and neglected subject matter activities except Korean language. In curriculum making teachers were hardly participated and children´s needs and interests were not taken enough into consideration.
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