• The Korean Publising Journal, Monthly
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• s.173
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• pp.16-16
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• 1995

대부분의 여행 정보서는 유명 관광코스의 기초적인 정보를 소개한 것에 그치는 경우가 많다. 풍부한 정보를 가지고 나름의 주제에 따라 질높은 여행을 원하는 사람들의 요구를 충족할 고급 안내서는 부족한 실정이다. 주로 화가나 문인들에 의한 문화나 예술기행들이 테마여행 안내서의 구실을 대신하고 있다.

• Korean Journal of Childcare and Education
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• v.11 no.4
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• pp.189-210
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• 2015

This study's aim was to find a patterns of network dynamics focused on multicultural education contents within the teacher's guide books which are based on national kindergarten curriculum. It was analysed that the 43 guidebooks(2009 Educational activities and materials guidebooks for kindergarten, 11 and the Nuri curriculum teacher guidebooks for the age of 3-5, 32) were analysed using the UCINET 6 program with multicultural education contents frameworks. The findings were as follows: First, multicultural contents' density is connected to life theme of the Nuri curriculum was higher than the 2009 kindergarten curriculum. And life theme with high connectivity was 'I and my family' in the 2009 kindergarten curriculum and 'animals, plants and nature'(3 years old), 'kindergarten and friends' & 'I and my family'(4-5 years old) in the Nuri curriculum. Second, the highest connection content was 'having interests in culture' & 'knowing similarities and differences' in the 2009 kindergarten curriculum, and 'having interests in culture' & 'promoting a sense of community' in the Nuri curriculum. Finally, multicultural education for young children according to the national educational curriculum transition was changed from 'identity' to 'interaction and cooperation'. It means that the Nuri curriculum is more focused on international knowledges and competencies as a world citizen. It suggests the directions for multicultural education for young children in the future.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.147-158
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• 2011

The purpose of this study is to define the teachers' perception for technology leadership when utilizing the Digital Textbook (DT). The subjects of this study were 97 elementary school teachers (40 males and 57 females) working in digital textbook research schools that implemented digital textbooks in 2009. Needs assessment instrument was revised based on previous instruments. Perception was calculated using Borich formula. According to the results, teachers of digital textbook research schools recognized 'teachers' instructional methods' as the most important area, while the least recognized area was 'support by the school'. The highest technology leadership needs by categories included 'role setting between members when implementing digital textbooks', 'instructional methods to cultivate creativity when using digital textbooks', 'troubleshooting digital textbook problems', 'additional staff support in case of problems', 'development of various assessment tools for measuring the effect of the digital textbook', and 'support of digital textbook resources for students with disabilities'. Based on these results, the study proposed specific methods to enhance technology leadership for the successful introduction of digital textbooks in schools.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.1-8
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• 2004

The purpose of this study was to investigate as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. and to seek future policy direction which can be improved even better. if any. for further revision. To implement this proposal, this study employed 8 different textbooks published among 12 textbooks developed for the 7th Curriculum for data base. The results of this study were as follows: It was covered such areas of change and develope in the composition of category and system in the Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. The whole system of textbook was composed of cover page, the inside of a book cover. the title page, introduction. table of contents. appendices. It was same in the total pages with the exception of table of contents. appendices. the inside of a book cover and it was much alike in contents of introduction. In the aspect of the unit system of the textbooks. their whole flows were similar to each other. but the writers' intention and the stress on the focal points had appeared well in topic introduction and texts for the units of the textbooks. In addition. it can be said desirable that much more middle school teachers took a participation in the development of textbooks as textbook writers than before. In the organizational aspect of the sub-area organization of textbooks in the 7th Curriculum, it was not dispersed in grade 1, 2, and 3, but was centralized in a certain grade to increase its efficiency. The number of activity and experiment & practice that students could try to do actually were drastically increased compared to the 6th Curriculum. but it showed a wide difference between textbooks.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.681-691
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• 2016

In this study, we investigated pre-service secondary chemistry teachers' use of teacher's guide in planning lessons. Eleven pre-service teachers at a college of education in Seoul participated in this study. Textbooks and teacher's guide books including various teaching materials were provided. Pre-service teachers used teacher's guide while they planned two lessons, which were a lecture and an instruction using science teaching model. A semi-structured interview was conducted. All of the teaching-learning materials and interviews were analyzed. The analyses of the results revealed that most pre-service teachers followed each lesson presented in teacher's guide, but they did not consider the structure of the whole unit and science curriculum. There were some cases that the exemplary lesson planning in teacher's guide helped them to select science teaching model. They modified the questions of textbook activity in planning their lecture. On the other hand, they modified the activity to fit each stage of the model in planning their instruction using science teaching models. Most pre-service teachers constructed their own worksheets by applying the materials of the teacher's guide. They recognized the components of assessment by considering exemplary lesson planning from the teacher's guide, and created questions by modifying the content of textbooks and teacher's guide books including various teaching materials. However, the questions which they made were limited in context of knowledge. They evaluated that introductory questions were not of interest to students, and modified or added new materials. Educational implications of these findings are discussed.

• The Journal of Korean Association of Computer Education
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• v.23 no.3
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• pp.9-15
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• 2020

This study analyzed high school informatics textbooks that were developed based on the 2015 Revised National Curriculum. Content analysis was adopted to analyze the organization system of the textbooks. Learning objectives were also analyzed according to Anderson's taxonomy of educational objectives. Through content analysis, it was revealed that the textbooks were composed of activities, differentiated learning, and small group learning to promote core competencies. The analysis of learning objectives of the textbooks showed that 'understanding' (41%), 'developing' (20%), and 'applying' (18%) were the three highest criteria in terms of cognitive processes; in terms of type of knowledge, conceptual knowledge accounts for the highest(45%), followed by procedural (32%), and factual (12%). Further methods to improve the textbook quality is proposed based on the results from this analysis.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.193-197
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• 2010

This study aims to investigate the effects of problem-solving competency of students when they study with digital textbook contents and digital inking in collaborative learning. The experimental group solved the math problems using basic digital textbook contents and digital inking while the control group solved the math problems using basic digital textbook contents alone. The result of analysis and comparison is as follows, the experimental group with basic digital textbook contents and digital inking showed more improved problem-solving competency than that of the control group with basic digital textbook contents alone, the experimental group showed recorded a higher satisfactory level than that of the control group.

• School Mathematics
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• v.13 no.2
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• pp.245-266
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• 2011

In this study, we surveyed on the 3rd and 4th grade teachers' perception and teaching practices towards open-ended question in the elementary mathematics textbook in the revised 7th curriculum. According to the result, teachers understood the purpose of open-ended question in general, but they recognized some problems in terms of open-ended question itself, difficulties found when they dealt with open-ended question in their classes, teacher's guide and teacher training. This research suggests ways of improvement of open-ended question on the basis of the survey results.

• Journal of Korea Society of Industrial Information Systems
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• v.16 no.2
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• pp.191-198
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• 2011

In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

• Journal of Korea Ship Safrty Technology Authority
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• s.31
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• pp.4-13
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• 2011

어선 안전에 관한 최초의 국제 협약인 1977 어선안전을 위한 토레몰리노스 국제협약(77 협약)을 대체한 1993 토레몰리노스 의정서(93 의정서)는 현재 그 발효요건이 충족되지 못하여 전 세계적으로 발효되지 못하고 있는 실정이다. 이에 국제해사기구(IMO)는 93 의정서의 요건을 완화하여 각 국의 비준을 촉진시킬 목적으로 "1993 토레몰리노스 의정서 시행에 관한 협정"의개발을 해당 전문위원회인 복원성, 만재흘수선, 어선안전 전문위원회의 우선과제로 추진하고 있고, 제53차 회의(SLF 53, 2011. 1월)까지 동 협정 또는 총회결의의 초안 작업을 완료하여, 최종적으로 제27차 IMO 총회(2011. 11월)에서 이를 채택할 계획으로 논의를 진행하고 있다. 따라서 이러한 국제적인 움직임에 대응하고 동 의정서의 발효에 대비하여 우리나라에 미치는 파급효과를 최소화하기 위한 활동의 일환으로 공단이 수행한 "농림수산식품부의 2010년 수산기술개발사업"인 "1993 토레몰리노스 의정서 시행에 관한 협정 개발 대응연구"의 일부로써, 본 연구는 "선박안전" 제29호 및 제30호에 게재된 "1993 토레몰리노스 의정서의 시행에 관한 IMO의 활동"에 이어 최근 IMO의 회의 결과를 담고 있다.