The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

This study specifically compared and analyzed the actual GIS class sites based on a comparative study on the existing Korean-Chinese high school GIS curriculum. This paper conducted research in three ways: textbooks, which are the medium of teaching and learning, and assessment, which are the college entrance exam questions of both countries, and interviews with students from both countries to confirm the effectiveness of teaching and learning, and assessment. In terms of textbooks, Korean textbooks focus on systematically introducing the concepts and principles of GIS, and the content structure is clear to help students form basic perceptions. On the other hand, Chinese textbooks show the use of GIS through various application cases and software use and emphasize the use of GIS through practical application cases. In terms of assessment, Korea mainly evaluates the basic concept and overlapping analysis of GIS, and China focuses on the ability to solve actual problems applying GIS. According to student interviews, Korean students mainly recognize the GIS as a tool for collecting and organizing geographic information, and Chinese students recognize it as a tool for solving geographic issues. Although there are differences in understanding, most of the students were interested in learning GIS and wanted more practical opportunities. Based on the analysis results, this study suggested two directions for improvement in GIS education in Korea. First, students' practical application ability and level of practice should be improved by expanding GIS practice opportunities and technical guidance. Second, it is necessary to expand GIS case education based on real problems to promote students' interest and understanding of GIS. This study will be able to provide reference materials for the improvement and development of GIS education in Korea.