• 한국수학교육학회지시리즈A:수학교육
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• 제44권3호
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• pp.325-336
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• 2005

Curriculum is very important for the future of nation. So, continuous efforts are needed to improve the curriculum. This study looked into the issues and the problems related with the 7th differentiated mathematics curriculum, and gave the message about the methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th differentiated mathematics curriculum. 264 high school teachers are participated in this survey. In special, this study gave not only the problem but also the various concrete methods for management of the 7th differentiated mathematics curriculum. We hope that mathematics education members research and argue about the differentiated mathematics curriculum for next curriculum.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• 수산해양교육연구
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• 제17권2호
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• pp.260-269
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• 2005

The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.

• 응용통계연구
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• 제18권1호
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• pp.229-249
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• 2005

우리나라 초ㆍ중ㆍ고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초ㆍ중ㆍ고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 1-10 단계 확률 및 통계단원을 분석하여 확률 및 통계영역 교육의 현황을 파악하고, 제 6차 수학과 교육과정과 비교, 검토하였다.

• 수산해양교육연구
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• 제12권1호
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.139-159
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• 2001

There are many papers about the 7th curriculum. According to those papers, the 7th curriculum is a new one which makes considerable change in mathematics education. But there are some problems in the 7th curriculum. In this paper, we discuss those problems at first. That is, the 30% reduction of mathematics contents may not be true, and there are some problems about the terms, symbols, and consistency in mathematics contents. We also consider some problems in mathematics textbooks itself and the mathematics textbook authorization under the 7th curriculum. We suggest that (1) there must be valid process in passage of mathematics contents, (2) we must give emphasis on the process - particularly, the teaching of basic concept or principles - rather than the result, (3) we must have guarantee of the equity in the mathematics textbook authorization.

• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.17-30
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• 2001

The 7th Science Curriculum of Korea is applied in elementary schools from 2000, and the New Science Curriculum of Japan is applied in schools from 2002. In this study, we made a comparison between the 7th Science Curriculum of Korea and the New Science Curriculum of Japan in relation to Elementary school in aspects of construction, aim, and contents. The major findings of this study are as follows. 1. The New Science Curriculum of Japan presents a specific aim, treatment of content, and process skills according to grade, but the 7th Science Curriculum of Korea does not classify them according to grade. Hence the 7th Science Curriculum of Korea emphasize on the sequence between grades. 2. In aim of Science Curriculum, the 7th Science Curriculum of Korea show more emphasis on the practical application than the New Science Curriculum of Japan. 3. In construction of content, a area of science content is handled with gradual advance in several grades and several areas of content are treated in a grade in the 7th Science Curriculum of Korea. On the contrary, a area of content is treated intensively in a grade in the New Science Curriculum of Japan. Therefore, the 7th Science Curriculum of Korea shows more reflection of connection and hierarchy between grades. 4. The statements of the 7th Science Curriculum of Korea are centering around specific matters and include specific activities, but the New Science Curriculum of Japan focuses on concepts to team and does not state specific activities.

• 한국환경교육학회지:환경교육
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• 제17권2호
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• pp.38-49
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• 2004

In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

• 한국지구과학회지
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• 제22권3호
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• pp.248-257
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• 2001

7차 과학과 교육과정은 인간중심 교육철학이 도입되었다는 특성을 갖고 있다. 인간중심 교육과정은 학문중심교육과정보다 학습자의 경험을 강조하는 학습자 중심의 교육을 표방하고 있다. 본 연구에서는 우리 나라 과학과 교육과정의 개편 과정에 표출된 배경, 성격 그리고 목표에서 7차 과학과 교육과정의 의의를 찾고 그 과제와 전망을 논의하였다. 7차 과학 교육과정은 학습자의 경험을 강조하는 인간중심 교육과정으로서 구체적인 교육활동이 실생활 소재로 이루어져서 적용되어야함을 강조하고 있다. 이에 관련된 성과를 위해서는 현대과학이 가지는 사회적인 요소를 고려한 과학의 본성에 대한 교사교육이 필요하며, 실생활 맥락을 교육적이고 인식론적인 관점에서 연구하여 과학과 일상생활 맥락의 차이에 대한 적절한 교육적 구명이 요청된다.

• 한국환경교육학회지:환경교육
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• 제25권1호
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• pp.89-104
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• 2012

This study analyzed content on education for sustainable development in middle school science curriculum of $6^{th}$, $7^{th}$, 2007-revised and 2009-revised. Analyses criteria were developed based on literature reviews. This study developed 8 criteria such as health, climate change, urbanization and rural development, water, biodiversity and ecosystem, energy, disaster reduction and management. The results showed that 6th middle school science curriculum has 4 criteria, $7^{th}$ has 2 criteria, 2007-revised has 8 criteria, and 2009-revised has 7 criteria. This study suggests the need for developing systemized teaching material on education for sustainable development that can be integrated in the science curriculum by pursuing the following tasks: First, the goal of education for sustainable development and its need should be stated in the science curriculum. Second, the class content, themes, objectives, teaching-learning programs on education for sustainable development should be produced. Third, within science curriculum, the content should deal with perspectives and topics, and learning goal must pursue value education.