China, considering art, culture, traffic, guide, hygiene, etc., divides its tourist attractions into 5 levels: 5A, 4A, 3A, 2A and 1A. Among them, 5A is the highest level of tourist attractions, and is given to the incomparably excellent tourist attractions though it is brought to the world, and is a place where intensive support and management by the state are offered at the same time. A 5A Level Tourist Attraction to be selected by National Tourist Bureau must receive an average mark of 90-95 or more (with its score being over 95 points in the 1st evaluation and over 90 in the 2nd and 3rd evaluation each) in more than 10 items of evaluation to proceed from the first to the third evaluation. As of April, 2018 there are 249 5A Level Tourist Attractions, and 3-15 attractions are appointed in most areas (based on jurisdiction as a provincial district). At a regional development level, it can be said that specification of 5A Level Tourist Attraction is as important as authorized data to attract overseas visitors as well as domestic visitors, because this can bring enormous revenue. Recently, however, as traffic congestion that is not fit for the world level tourist attractions, disorder, too many hawkers, rip-off prices, nature destruction, lack of natural protection consciousness, etc. are combined, tourist attractions whose appointment as a 5A Level Tourist Attraction is cancelled and demoted to a 4A Level are increasing. Such examples are Shanhai Tourism Site in Chinhwangdo, Sinyonghyeop Tourism Site in Junggyeong-si, etc. Tourism is an important industry for the development of China’s economic development, and it can be said that as a result, such sanctions and management bring a greater improvement to China’s tourist industry. Accordingly, this study intended to examine what sorts of regulations are applied for the management of China’s 5A Level Tourist Attractions and what kinds of managements and characteristics there are.

The purpose of this study is to examine the appointment process for secondary teachers of Korea and China, and analyze its differences. The characteristics of the appointment process for secondary teachers of Korea are as below. First, the influence of the Ministry of Education is absolute. The Ministry of Education manages everything from appointment notice to appointment examination, and it even controls dispatch of teachers, which proves its absolute influence. Second, the mode of appointment is unified. Korea only allows competitive examination, and thus being a secondary teacher is only possible through appointment examination that is held once a year. Third, secondary teachers are treated as civil servants. Secondary teachers are provided with the ninth-class salary of civil servants as soon as they are appointed, and when they have to do additional work for self-study or evening study, they receive two times the urban workers’ average wage. This treatment makes people consider the teaching job positive and prefer the job at the same time. The characteristics of the appointment process for secondary teachers of China are as below. First, schools have autonomy in appointing teachers to a certain degree. In selecting teachers, schools can decide when to hold appointment examination, how to proceed with the mode of appointment, and how many teachers are to be selected, and then gain approval from the Ministry of Education. The Ministry of Education gives autonomy to schools in selecting teachers. Second, the mode of appointment is diversified. Schools can decide whether to set the ratio of interview test to 100% or that of interview test and written test to 50% each, and whether to include demonstration class, according to their regions and characteristics. In addition, as schools can set the time of appointment examination differently depending on their regions, it can be said that appointment examination is held several times a year. Third, China is making an effort to realize improvement of treatment. Although it is well known that teachers’ workload is rather heavy compared to other jobs, the level of wage is not that high, and it varies with regions. Thus, ｢2014 New Teacher Wage Reform Measure｣ was established in March 3, 2014 to raise teachers’ wage considering the heavy workload and standardize the different levels of wage in different regions. Therefore, it is thought that China will constantly try to make the teaching job an ideal one at last.