• The Journal of the Korea Contents Association
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• v.17 no.11
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• pp.242-251
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• 2017

For the purposes of this research, a corpus of words was created from the English textbooks of the "First Middle School" for the gifted in North Korea, and using the corpus, their linguistic characteristics were analyzed. Although there have been many studies that identified the traits of English textbooks in the North Korea's general middle school, not much focus has been placed on the English textbooks used at North Korea's First Middle School. Initially, the structure of English textbooks of the first, second, fourth, and sixth grades that had been procured from the Information Center on North Korea was reviewed, after which their corpus was created. Then, by using Wordsmith Tools 7.0, linguistic properties and high frequency content words appeared in the English textbook of the first grade were analyzed specifically. Basic statistical data gathered indicated that while the number of vocabulary did not increase as students progress through the grades, the words used tended to diversify incrementally. In the mean time, a distribution of the high frequency content words by grade illustrated that a big difference was found between the content words used in the English texts of each grade, and it was a subject matter of the texts that determined such difference.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.412-422
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• 2018

The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.

• Journal of Gifted/Talented Education
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• v.11 no.3
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• pp.221-244
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• 2001

The purpose of this study is to examine the gifted education system in North Korea. The study analysed various literature, articles, and internet resources concerning education in general and gifted education in North Korea. The findings of the study are as follows: First, in recent years North Korea has emphasized gifted education to advance the level of science and technology, especially in the field of information technology and computer science. Second, North Korea already introduced the gifted education system by establishing music schools, foreign language schools, art schools, dance schools, and athletics schools in 1960. Third, North Korea has established special schools for the gifted in science since 1984. The schools play an important role in advancing the country's science and technology. Fourth, in North Korea there are special courses in colleges and universities for the gifted in various fields. Fifth, North Korea has implemented the consistent and interrelated system of gifted education from kindergarten level to higher education level.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.415-427
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• 2020

This study aims to understand science education conducted in North Korea by analyzing the PCK components shown in two science teacher's guidebooks: (1) Guidebook for 1^st grade elementary school and (2) Guidebook for 1^st grade middle school. These were published after 2013, when "the first 12-year Universal Compulsory Curriculum" was implemented in North Korea. The analysis shows that both elementary and middle school guidebooks had the highest percentage of content in "Knowledge of Subject Matter", followed by "Knowledge of Instructional Strategies in Science" and "Knowledge of Science Curriculum". On the other hand, "Knowledge of Assessment in Science" and "Knowledge of Students" were significantly low in content. Within the "Knowledge of Subject Matter", both elementary and middle schools had the highest proportion of content in "Concepts and Theories", along with "Experiments and Inquiries" that was also significantly higher than other PCK components. Science teacher's guidebooks in North Korea advocates constructivist teaching style by using "discussions" as the main activity when conveying scientific concepts and theories to students or conducting scientific inquiry classes. Furthermore, "Knowledge of Instructional Strategies in Science" was mainly focused on guiding the "Instruction sequence and method" from the "Topic-specific Strategies", while only a small part of the "Subject-specific Strategies" was being presented. Also, Science teacher's guide books in North Korea included only a few theoretical elements of science education in both the general outline and the particular sections of guidebooks. "Knowledge of Science Curriculum" was mainly composed of "Lesson Objectives" with some inclusion of "Vertical Articulation" and "Horizontal Articulation". "Knowledge of Assessment in Science" and "Knowledge of Students" accounted for a small portion compared to the science teacher's guidebooks in South Korea.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.157-165
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• 2007

This study aims to compare and analyse computer curriculum and textbooks of South Korea and North Korea in order to provide the basis for unifying the Informatics Education. Result of this study follows : First, there isn't any course for Informatics Education in the elementary school but it was requisitely carried 2 hours per week in secondary school in North Korea. But contents of curriculum is much different according to the level of school : genius secondary school, first secondary school, general secondary schol. In especially, Informatics Education had centered in genius secondary school. Second, in comparison of computer textbooks used in South and North Korea, we found that most contents of South Korea textbook was selected equally from all scope whereas those in North Korea were not contained the newest contents(e.g. Internet, Multimedia). But in contrast to South Korea textbook, there was BASIC programing course for improving problem-solving skills in North Korea textbook.