The purpose of this research is to examine the historical development of the Korean-Chinese (ethnic Koreans in China) dance in China, and to examine the developmental aspects of the Korean-Chinese dance in Yanbian after the founding of the People’s Republic of China. This research first defines the concept of the Korean-Chinese (ethnic Koreans in China) and Korean-Chinese dance. The Yanbian Korean-Chinese dance’s developmental aspects are divided in three stages: the Discovery and Creation of Korean-Chinese dance, the Development of Korean-Chinese dance, and the prevalence of Korean-Chinese dance. The characteristics that appear in the Yanbian Korean-Chinese dance’s development process is as follows.
 First, after the founding of the People’s Republic of China, the Korean-Chinese dance was closely related to the dance development of the civilian local community.
 Second, in order to transmit and spread the Korean-Chinese dance in Yanbian, an established education and training system for Korean-Chinese dancers was required.
 Third, the dancing culture that was publically spread and transmitted, had moved on to performance stages by performers and was once again spread to earn its popularity.

This paper aims to compare the forms of basic and creative dances in Tokyo Korean School (hereafter Korean School) and Joseon School by focusing on the national dance education conducted by them, consider what a role the national dance has placed in internal and external events and suggest some tasks that they should perform in the future.

From the consideration , following findings can be summarized:

First, in terms of basic dance, Joseon dance is taught by dance instructors trained in a consistent system with systematic curriculum in Joseon School, while Korean dance education is conducted in an autonomous form at the discretion of the instructors in Korean school. Second, in terms of creative dance, although Korean School put an emphasis on creative activities reflecting the current generation's senses, by considering the flow of times, Joseon School is biased toward the nationalist tendency and has no modernistic perspective. Third, the national dance education in both schools has commonly served as an important medium for promoting the relation with Japan, the country of residence, through external activities.

Based on the findings, the tasks of the national dance education can be suggested, on which the new generation should focus. First, it is important for both Korean and Joseon School to co-host the cultural events in which they can watch and learn each other's dance and create the environment for them. Second, a joint research on the traditional dance of South and North Korea should be conducted, based on regular exchange between dance instructors working in both schools.