• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.237-243
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• 2018

The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

• Journal of Teachers' Pension
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• v.4
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• pp.91-123
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• 2019

본 연구는 2009년 법 개정에 따른 기준소득의 변경이 가입자별 보험료 부담과 연금급여의 변경에 어떠한 영향을 주었는지를 구체적 사례를 중심으로 살펴봄으로써 제도 변경 전후의 가입자별의 연금소득 변화를 산정함과 아울러, 2015년 사학연금법 개정에 따른 사학연금 가입자간 소득재분배제도의 도입이 2009년 법 개정에 따른 연금소득효과에 어떠한 영향을 주었는지를 분석하였다. 분석 결과, 사학연금가입자의 경우 법 개정 당시의 전제가 되었던 기준소득대비 보수월액의 비율인 65% 수준에 근접하는 사람은 일부에 불과한 것으로 나타났다. 즉, 60~70%기준에 포함되는 계층은 5.6%에 불과하고, 60% 이하인 자가 88.6%, 70% 이상인 자는 5.8%로 나타났다. 이는 사학연금 가입자 상당수가 기존의 보수월액이 실제 과세소득의 일정비율보다 낮은 위상에 있었음을 의미한다. 따라서 2009년 법 개정 결과, 처음의 기대와는 달리 개정 이전 연금액에 비하여 높아지는 가입자가 87.5%, 낮아지는 가입자가 12.5%인 것으로 나타났다. 그렇지만 연금액이 증가되었지만 보험료 부담이 함께 증가되었기 때문에 수익비 측면에서 더 유리해졌다고 할 수 없다. 더 부담하고 더 많이 받는 경우가 대다수였다. 물론, 오히려 기준소득이 보수월액보다 절대치조차 낮은 가입자도 있었다. 이 경우, 본인의 희망에 따라 법령에서 별도로 정한 최저소득기준을 선택할 수 있도록 함으로써 문제점이 완화되었다. 2009년 법 개정 상에 나타난 연금액 증가는 소득재분배 요소를 도입한 2015년 법 개정으로 상대적으로 저소득 가입자는 연금액이 증가하고 고소득자는 연금액이 감소됨으로써, 2009년 법 개정에서 나타난 고소득자에게 유리할 수 있는 부분이 완화되는 결과를 만들었다. 2015년 개정은 2009년 개정 상 발생한 문제를 다소 보완하는 결과가 되었다. 공무원의 보수월액을 적용하여왔던 제도를 기준소득월액으로 바꾼 것은 사학연금 가입자가 실제의 소득에 기초하여 보험료를 부담하고 연금을 지급받을 수 있도록 되었다는 점에서 제도의 정상화로 보는 것이 바람직하다. 소득기준의 전환으로 내재적으로 혼란이 발생할 가능성이 있었지만, 2015년의 법 개정으로 제도가 보다 완결적으로 발전가능하게 된 것으로 평가된다.

• Journal of Korean Classical Literature and Education
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• no.32
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• pp.63-118
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• 2016

The purpose of this study is to examine the change in literary materials in secondary school Korean textbooks and literature textbooks as per the 2009 revised curriculum. Literary materials in secondary school Korean textbooks have increased student awareness of literary canons because these have been taught and learned through public education. Seodongyo, Gemangmega, and Gasiri in classical poetry and the tale of Heungbu, Pongsan Mask Dance, the Tale of Ch'unhyang and the tale of Honggildong(by Heo Gyun) in classical prose are published in secondary school Korean textbooks and literature textbooks as per the revised curriculum of 2009. A three-verse Korean ode and a classical novel are the most chosen genres in classical literature.

• 월간 기계설비
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• s.224
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• pp.54-63
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• 2009

2009년 개정된 노동법이 발표되었다. 이번 개정에는 ${\triangle}$차별금지 및 사회정책분야 ${\triangle}$산업안전보건 및 산재보험 분야 ${\triangle}$남녀고용평등과 일 가정 양립지원에 관한 법률 벌칙 등이 포함되었다. 본지는 개정된 노동법 중 회원사 인사담당 실무자들이 꼭 알아야 할 내용을 개제한다.

• Monthly Korean Chicken
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• v.15 no.2
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• pp.118-119
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• 2009

2009년이 시작되고 벌써 2월입니다. 연초 세우신 계획들은 잘 실천하고 계신지요. 이번 호에서는 2008년과 2009년 초에 개정된 세법 중 일반적으로 관심 있으신 양도소득세 및 종합소득세, 법인세 관련 주요 개정 내용에 대해 알아보겠습니다.

• Journal of the Korean Chemical Society
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• v.63 no.4
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• pp.289-306
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• 2019

The purpose of this study is to compare the contents of chemistry textbooks developed according to the 2015 revised curriculum with the contents of the 2009 revised curriculum to research the change in "the development and use of models". To do this, we analyzed 8 kinds of Chemistry I textbooks and 6 kinds of Chemistry II textbooks from the 2015 revised curriculum and compared them with 4 kinds of Chemistry I textbooks and 4 kinds of Chemistry II textbooks from the 2009 revised curriculum. The scope of the analysis was the explanations of the textbooks related to aqueous electrolysis experiments. In order to compare the contents regarding electrolytes when the same experiments are interpreted with different models, we analyzed contents of 4 kinds of middle school science textbooks from the 2015 revised curriculum and 9 kinds of middle school science textbooks from the 2009 revised curriculum. As a result of the analysis, the same experiment was explained by different models according to the grade level and unit, and all explanations were limited to a single model. Also, the tendency to limit the kinds of electrolytes for controlled experimental results is more pronounced in the 2015 revised curriculum than in the 2009 revised curriculum. From this results, we suggest that efforts are needed to reflect the "development and use of models" in chemistry textbooks developed according to the 2015 revised curriculum.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.1-19
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• 2016

The purpose of this study was to design curriculum content structure integrating three systems of actions for 2009 revised current home economics curriculum. For the development of content structure and content elements, a development team of two home economics scholars, a cooperating team of three home economics teachers, and an expert team of 15 home economics teachers and professors were organized. Phase 1 of curriculum development was developed by integrating three systems of actions with traditional home economics content areas of clothing, food, housing, consumption, and family by the development team. It is examined by the cooperating team and in phase 2 is recommended to build matrix of units of the current curriculum and the three systems of actions. The final phase of curriculum development illustrated a content structure integrating the sub-units of 2009 revised current curriculum and the three systems of action following the expert group's professional opinion.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.600-611
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• 2014

In this study, we sampled science writing tasks and investigated their frequency of use shown in the chemistry domain from two sets of 18 middle school science textbooks developed under the 2007 Revised National Curriculum(RNC) and the 2009 RNC, respectively. In addition, we categorized the sampled science writing tasks depending on the cognitive process and type of writing and compared with the results obtained from analysis of global issues presented in the science writings. From the textbooks developed under the 2007 RNC, a total of 183 science writing tasks were identified in which 10.17 tasks per textbook and 1.32 tasks per 10 pages were used averagely. A total of 168 were identified from the textbooks for the 2009 RNC. Among them, 9.33 tasks per textbook and 1.23 tasks per 10 pages were used on average. Comparing with these results, the average frequency of use of the tasks per textbook and per ten pages were decreased, respectively. Moreover, the number of science writing tasks were found in each curriculum varied considerably depending on the units and the publishers, and that the writing tasks were mainly arranged in the finale, wrapping up stage. In the analysis of science writing tasks according to the cognitive process, the highest and lowest frequency of use were observed in the category of 'understand' and 'remember', respectively. According to the classification of science writing tasks based on the types of writing, the writings for the information delivery were most used and the highest frequency of use was observed in the category of 'understand' of the cognitive process belonging to 'information delivery'. As for the results of the analysis of global issues, the number of science writing tasks including global issues increased from 21(11.48%) in the 2007 RNC to 33(19.64%) in the 2009 RNC. Furthermore, science writing tasks associated with protection of environment showed the highest frequency of use in the both curriculums, and it was analyzed that the materials of global issues used in the 2009 RNC were much more diverse.

• School Mathematics
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• v.14 no.4
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• pp.531-552
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• 2012

In December of 2009, General Guidelines of Curriculum Revised in 2009 was announced and research on corresponding mathematics curriculum revision has been initiated from that period. Finally, in August 2011, Mathematics Curriculum Revised in 2009 was announced. Based on the examination the backgrounds and the basic directions of revision newly reformed mathematics curriculum should be applied in math class effectively and efficiently. According to this purpose, this paper first of all finds out what are the major points or difficulties to be caused by managing 'Mathematics Curriculum Revised in 2009' according to the change of 'General Guidelines of Curriculum Revised in 2009'. They are i) the implementation of grade band system, ii) management of differentiated class, and iii) increasing or decreasing of 20% in math class hour. According to those three points to be changed and reinforced newly in new curriculum, this paper investigates the alternatives and policy of dealing with smoothly and efficiently those issues while solving the difficulties.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.603-617
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• 2012

The 2011 Revision of the National Mathematics Curriculum, amended based on the 2009 Curriculum version, focuses on three important issues: 1) 20% reduction of the previous curriculum contents; 2) improvement of students' creativity through mathematical processes; 3) flexible management of curriculum. Despite the importance in applications, it has not provided a manual for textbook authors and teachers. Consequently, they are likely to encounter difficulties in interpreting goals of learning achievements. This paper identifies the purposes and contents of achievement standards, and discusses how to implement it at school.