• 디지털융복합연구
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• 제7권2호
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• pp.21-33
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• 2009

The aim of this study is to find out problems between the '7th National Curriculum' and '2007 Revised National Curriculum' that would initially apply from 2009 and then to suggest better ways to improve computer education in Middle schools. A survey was carried out with a questionnaire. Based on the result, a comparison was made and a suggestion has been derived: Firstly, the computer subject should not be treated as a rival to others anymore, rather it should be considered as an essential subjects. Secondly, teachers who take computer subjects as their major should be allocated to middle schools. Thirdly, computer subjects should be taught systematically from elementary and be continued throughout in order to promote the level of the computer science education. Fourthly, the advantages of computer utilisation should be taken into account to layout the computer curriculum that is practicable and learner-centered. Finally, teachers should recognise the main aim of computer education and teach computer subjects to be useful in education. Though the revised version is not perfect the more the curriculums are revised, the better they might be expected to be developed. Consequently, whenever the newly revised computer curriculum emerges, the defects should be identified and addressed in order to achieve the aim of the computer curriculum.

• 한국학교보건학회지
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• 제15권1호
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• pp.107-121
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• 2002

In this study we analysed time allotment and the contents of a health textbook and its teacher's guide book of the 7th elementary curriculum. We intended to offer the basic data needed to establish the single health education. So the analysed results are as follows according to the health education model developed by the korean nursing association and health teachers' meeting and the teaching time allotment presented by the teacher's guide book. It's goal is practice in regular class time of the subjects for the time and contents of health education in the 7th elementary curriculum. The total class periods of health education of the 7th elementary curriculum are 229 hours and annual periods of health education per year are an average of 38 hours. The health education of the 7th elementary curriculum is separated into the 9 following subjects: Wise life, Pleasant life, Righteous life, We are 1st grade, Physical education, Science, Social studies, moral education and Practical course. The health education of the 6th elementary curriculum was combined with the units of physical education, but in the 7th curriculum it must be separated by a single, required health subject. The contents of health education of the 7th elementary curriculum is mostly dominated by units of community and environmental health with a total of 55 hours (24%). Therefore, the units of home health and social health, development of physical strength are fairly insignificant. The newly added contents in the 7th curriculum are "pregnancy and child birth, the protection and counterplan from rape, the reasons and prevention of stress, the reasons and the treatment of obesity, the damage of smoking and drinking, etc. According to the result above, we must establish the criteria for each year's health education in the 8th elementary curriculum. The contents of mental health, home health and social health should be revised and added new items. The health education that is separated in some subjects now must be established as a systematically integrated health education.

• 과학교육연구지
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• 제36권2호
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• pp.186-197
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• 2012

이 연구의 목적은 교육과정과 교과서 속에 최신의 생물학 흐름인 생명공학과 생물정보학 내용이 어느 정도 반영되어 있는지를 분석해 보는 것이다. 이를 위해 7차 교육과정, 2007 개정 교육과정, 2009 개정 교육과정 속의 생명공학과 생명정보학 내용을 분석하였으며 교육과정에 관련한 교과서 속의 생명공학과 생명정보학 내용을 분석하였다. 그 결과 7차 교육과정에서는 생명공학에 관한 내용은 있었으나 생물정보학에 관한 내용은 없었던 것에 비해 2009 개정 교육과정에서는 생명과학 I과 고급생명과학에서 이에 관한 내용이 등장하였다. 교과서 분석 결과를 보면 일반계 고등학교 학생들이 배우는 생물I, 생물II, 생명과학I에서는 아직도 생물정보학에 대한 내용제시가 많이 부족하였으며, 과학고등학교 학생들이 배우는 고급생물에서도 전체 내용에 비해 생물정보학에 대한 내용 제시가 부족하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.479-490
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• 2014

In this study, we investigated the characteristics of the reading materials in the elementary school science textbooks in order to obtain implications for the effective use of them. The reading materials in the elementary school science textbooks developed under the 7th and the 2007 revised National Science Curricula were analyzed. The criteria for classifying the reading materials were the type of theme, purpose, students' activity, the type of presentation, the type of images, the role of images, and readability. The results indicated that the reading materials in the 2007 revised science textbooks are more systematic than those in the 7th science textbooks in terms of their length and their distribution among energy, matter, life, and earth areas. It was also found that various types of reading materials are presented in the 2007 revised science textbooks covering new themes such as frontier science, job opportunity and career, and environment. In addition, the reading materials in the 2007 revised science textbooks introduce more visual images and the readability of them are also better than their counterpart. However, several limitations were still found to exist in the reading materials of the 2007 revised textbooks; most of them are non-inquiry and explanatory; most of the visual images are illustration and/or pictures. Educational implications are discussed.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.549-557
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• 2014

In this study, the readability of the texts in the third and the sixth grade science textbooks developed under the 2007 revised science curriculum were analyzed in terms of word and sentence units. In the word unit analyses, the levels of the words in the texts were classified into four categories, 1st to 4th levels. In the sentence unit analyses, the sentences in the texts were classified either a simple sentence or compound/complex sentences, and the average length of the sentences was also calculated. The results indicated that more than 90 percents of the words in the 2007 revised science textbooks were classified as the 1st to the 3rd levels. However, both the kinds and the frequencies of the words in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. In particular, it was found that the increasement in the 3rd grade science textbook was noticeable. The ratio of the compound/complex sentences in the 2007 revised science textbooks were increased in comparison of those in the 7th science textbooks. The average length of the sentences in the 2007 revised science textbooks was also increased.

• 한국환경교육학회지:환경교육
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• 제23권1호
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• pp.27-35
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• 2010

The purpose of this study is to find historical paradigm shift of the environmental subject in Korean school curriculum. For the purpose, two research questions guided this study. First, we would like to find out the changes in environmental education curriculum by interpreting the Korean national curriculum. Second, we want to know about the paradigm shift of environment education in Korea. In this study, curriculum documents, teachers' guide books, textbooks, and other educational materials were used for literature review. The results are as follows: First, Robottom and Hart's frame of three paradigms in environmental education research, positivism, interpretivism and social criticism, was suitable in interpreting curriculum. Second, the curriculum of environment subject has substantially changed from 6th to 2007 revised curriculum. Third, while the 6th curriculum was strongly affected by the positivism and education 'about' the environment, the 7th curriculum had been influenced by the interpretivism and education 'in/through' the environment, and the 2007 revised curriculum is under the influence of the education 'for' the environment and social critical paradigm.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권3호
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• pp.329-348
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• 2023

본 연구는 2022년 12월에 고시된 2022 개정 중학교 수학과 교육과정에서 제시한 통계 내용의 안정적인 현장 정착이라는 현실적인 필요성에 의해 수행된 문헌 연구이다. 2022 개정 수학과 교육과정 개정 방향 중의 하나인 통계교육의 변화 요구를 고려하였다. 특별히 본 연구에서는 중국 중학교 수학과 교육과정의 통계 내용을 면밀히 분석하였다. 왜냐하면 10년마다 수학과 교육과정을 개정하는 중국이 우리나라와 동일한 2022년에 새로운 수학과 교육과정을 고시하였기 때문이다. 이에 본 연구는 대한민국의 2022 개정 중학교 수학과 교육과정 통계 내용 및 2022년판 중국 중학교 수학과 교육과정 및 현재 사용 중인 수학교과서 통계 내용에 대한 상호 분석을 통하여, 우리나라의 새로운 교육과정의 방향에 부합된 통계교육 실현을 위한 기초 자료를 제공하는 것을 연구 목적으로 설정하였다. 이러한 목적을 달성하기 위해 다음과 같은 연구를 수행하였다. 첫째, 중국 중학교 수학과 교육과정의 '통계와 확률' 영역 분석을 통해 우리나라 통계교육에 유의미한 시사점을 제공할 수 있는 요소 5가지를 추출하였다. 둘째, 추출된 요소가 반영된 중국의 수학교과서 및 교육과정 부록에 제시된 예시 내용을 분석하였다. 셋째, 분석 결과를 바탕으로 2022 개정 중학과 수학과 교육과정에 따른 통계교육의 이상을 실현하기 위한 교과서 개발, 교실의 교수·학습 방안 및 추후 새로운 수학과 교육과정에 대한 시사점을 도출하였다. 본 연구를 통해 2022 개정 중학교 수학과 교육과정에서 표방하는 방향에 부합된 현장 통계교육의 안착을 기대한다.

• 한국학교수학회논문집
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• 제12권3호
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• pp.231-245
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• 2009

본 논문은 암호 및 정보보호와 관련된 내용들을 상업 정보 계열 고등학교 학생들에게 소개하고자 할 때, 사전에 학생들의 정보화 수준 및 암호와 정보보호의 이해에 대한 실태를 파악하고, 제7차 수학과 교육과정과 2007 개정 수학과 교육과정 및 상업 정보 계열 고등학교 전문 교과 교육과정을 검토하여 수학 교과와 전문 교과 사이의 연관성을 파악함으로써, 상업 정보 계열 고등학교에서 수업 시간에 활용할 수 있는 교재를 개발하고 이를 실제 수업에 적용한 결과에 대한 분석이다. 개발된 교재를 사용하여 상업 정보 계열 고등학교 학생들에게 암호 기초 이론을 강의하고 관련 알고리즘을 프로그래밍 언어를 사용하여 프로그래밍하게 한 결과 암호 학습이 수학학습의 동기 유발은 물론이고 수학 교과와 전문 교과 사이의 매개역할을 할 수 있는 것으로 조사되었고, 이러한 결과를 토대로 프로그래밍 실습을 포함한 암호 학습을 제7차 수학과 교육과정의 '실용수학' 또는 2007 개정 수학과 교육과정의 '수학의 활용'에 추가할 것을 제안하였다.

• 교육시설
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• 제16권2호
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• pp.67-77
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• 2009

This study was made in order to provide the groundwork for the revised 7th education curriculum of primary and secondary education's facility criterion. Throughout this study, in which we may accomodate the new education curriculum, we prepare the guide for the standard criterion of the school systems in order to reflect the flexibility of various dictinctive regional education conditions and school qualities considering the purpose of new standard criterion of school facilities. Below is the summary of the study. Regular classroom's standard size, which is the basic module for the scale of the educational institution, accomodates current standards. Number of students per class is aimed to fit the standard number of the level of OECD member countries' in order to prepare for the future ; that is, 30 students in primary, secondary and high school to be the standard number of student per class, depending on the district conditions and construction point of time. It is advised that the number of extracurricular classrooms, according to the standard criterion of subject and hour allotment, to reflect the regional and institution's distinctive qualities by indicating the number of hours and classrooms including decimal points. That is to be done so that the founder and the interested parties of the institution, along with the architect can put to practical use when planning and designing the institution.