이 논문을 통해서 현재 중국에서 추진 중인 중국식 도덕교육이 무엇인지, 또한 중국 정부가 도덕교육을 통해 지향하고자 하는 바가 무엇인지 홍콩 도덕교육과정과의 비교를 통해 알아보았다. 중국 도덕교육은 중국 사회 역사 변화에 따라 8단계에 걸쳐 변화한다. 1단계 1949년~1953년, 2단계 1954년~1956년, 3단계 1957년~1965년, 4단계 1966년~1976년, 5단계 1977년~1985, 6단계 1986년~1991년, 7단계 1992년~2000년, 8단계 2001년~현재이다. 중국은 세계화 추세에 부응하는 사회주의 건설자와 후계자 양성 및 사회주의 정신문명건설의 기초 공정으로서 국민자질 교육을 시도하고 있다. 2000년대에 이루어진 중국 기초교육과정에 대한 전면적인 개혁으로 중국 도덕교육과정도 학습 방법과 학습 내용, 교학방식에 있어서 큰 변화를 가져왔다. 그러나 중국 개혁 개방 심화에 따른 사회주의 이데올로기의 붕괴와 도덕적 위기의식은 결국 도덕교육 본연의 교육목적에서 벗어나 중국 공산당의 기본노선과 21세기 중국이 지향하고자 하는 발전방향에 부합하는 도덕교육을 추진하고 있다. 홍콩 도덕교육 역시 홍콩의 사회 역사 변화에 따라 4단계에 걸쳐 변화한다. 1단계와 2단계는 영국 식민지 도덕교육으로 시기는 1982년~1984년, 1985년~1996년이다. 3단계와 4단계는 홍콩의 중국반환 이후 도덕교육으로 시기는 1997년~2007년, 2008년~현재이다. 1997년 홍콩의 중국 반환이라는 역사적 사건을 계기로 홍콩의 도덕교육도 시민교육에서 중국 국민교육으로 전환된다. 그러나 도덕교육이 일반적으로 자립적 개체로서의 인간을 만들어 주는 동시에 한 사회의 구성원으로서의 인간됨을 함양한다는 본연의 교육목적에서 벗어나 중국 정부의 대내외적 필요에 의해 시행되고 있는 중국식 도덕교육이 홍콩 도덕교육에도 그대로 도입됨에 따라 홍콩식 도덕교육도 사상정치교육이라는 중국식 도덕교육의 한계를 드러내고 있다.
The purpose of this study was to understand how Chinese moral education is currently promoted by the Chinese government by comparing the Chinese moral education curriculum with Hong Kong's curriculum. Chinese moral education has evolved through eight stages which correspond with changes in Chinese social history. The first stage was from 1949 to 1953, the second stage was from 1954 to 1956, the third from 1957 to 1965, forth from 1966 to 1976, fifth from 1977 to 1985, sixth from 1986 to 1991, seventh from 1992 to 2000, and the eighth stage from 2001 to the present. China attempts to nurture builders and successors under its socialist government while following the trends within globalization and to provide its citizens a quality education as a basic process for building moral civilization of socialization. With an overall reformation of the basic education curriculum in China in 2000's, learning method and description as well as the teaching and learning ways of Chinese moral education curriculum have been remarkably changed. However, following the collapse of socialism ideology and the moral crisis caused by Chinese reformation Chinese moral education moved away from its original purpose to reflected Chinese Communist Party ideals as well as the needs of a 21st century China. Hong Kong's moral education also has changed in four stages according to the social and historical change of Hong Kong. Its first and second stages were under British control from 1982 to 1984 and from 1985 to 1996, respectively. The third and fourth stages were after the reversion of Hong Kong to China from 1997 to 2007 and from 2008 to present, respectively. With the historical event of the hand-over of Hong Kong to China in 1997, Hong Kong's moral education changed from a civil education to national one. However, since Chinese moral education serves the internal and external needs of the Chinese government rather than its original purpose developing people's character as a member of a society Hong Kong's moral education shows the limitations of the Chinese moral education which is influenced ideologically and politically.
The purpose of this study was to understand how Chinese moral education is currently promoted by the Chinese government by comparing the Chinese moral education curriculum with Hong Kong's curriculum. Chinese moral education has evolved through eight stages which correspond with changes in Chinese social history. The first stage was from 1949 to 1953, the second stage was from 1954 to 1956, the third from 1957 to 1965, forth from 1966 to 1976, fifth from 1977 to 1985, sixth from 1986 to 1991, seventh from 1992 to 2000, and the eighth stage from 2001 to the present. China attempts to nurture builders and successors under its socialist government while following the trends within globalization and to provide its citizens a quality education as a basic process for building moral civilization of socialization. With an overall reformation of the basic education curriculum in China in 2000's, learning method and description as well as the teaching and learning ways of Chinese moral education curriculum have been remarkably changed. However, following the collapse of socialism ideology and the moral crisis caused by Chinese reformation Chinese moral education moved away from its original purpose to reflected Chinese Communist Party ideals as well as the needs of a 21st century China. Hong Kong's moral education also has changed in four stages according to the social and historical change of Hong Kong. Its first and second stages were under British control from 1982 to 1984 and from 1985 to 1996, respectively. The third and fourth stages were after the reversion of Hong Kong to China from 1997 to 2007 and from 2008 to present, respectively. With the historical event of the hand-over of Hong Kong to China in 1997, Hong Kong's moral education changed from a civil education to national one. However, since Chinese moral education serves the internal and external needs of the Chinese government rather than its original purpose developing people's character as a member of a society Hong Kong's moral education shows the limitations of the Chinese moral education which is influenced ideologically and politically.
