• Title/Summary/Keyword: Curriculum

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Development of Competency-oriented Social Multimedia Computer Network Curriculum

  • Huh, Jun-Ho;Seo, Kyungryong
    • Journal of Multimedia Information System
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    • v.1 no.2
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    • pp.133-142
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    • 2014
  • In the revised 2015 curriculum, it is emphasized that fostering of the students as the capable 'creativity-convergent' individuals can be achieved by offering them the opportunities to cultivate the basic knowledge in liberal arts, society and scientific technologies through schooling. While retaining the basic principle of 'fostering creative people', this fundamentally-reformed curriculum involves improvements in the elementary and middle school curriculums in response to the national and social demands in which active responses to the changes in the educational environments and amelioration of the problems posed in the field applications are required. Accordingly, a novel future-oriented curriculum is necessary for the classroom teaching, and to realize the goal, the 'Competence-oriented Social Multimedia Computer Network Curriculum' adopting the virtualization and the 'Bottom-up' methods has been proposed in this paper as a feasible and practical curriculum. Our curriculum will be compared with the recent Cisco high school curriculum and analyzed contemplating recent curriculums in US, UK, Japan and India. Two 1-year practice courses are examined to prove the validity of the proposed curriculum for a period of two years as a qualitative research project. The results of the comparative analysis will show that our proposed curriculum is superior to the Cisco high school curriculum in the aspects of economic feasibility and learning satisfaction.

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A comparative analysis of the 2009-revised curriculum and 2015-revised curriculum on the definition and introduction of continuous probability distribution (연속확률분포의 정의와 도입 방법에 대한 2009개정 교육과정과 2015개정 교육과정의 비교 분석 연구)

  • Heo, Nam Gu
    • The Mathematical Education
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    • v.58 no.4
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    • pp.531-543
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    • 2019
  • Continuous probability distribution was one of the mathematics concept that students had difficulty. This study analyzed the definition and introduction of the continuous probability distribution under the 2009-revised curriculum and 2015-revised curriculum. In this study, the following subjects were studied. Firstly, definitions of continuous probability variable in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. Secondly, introductions of continuous probability distribution in 'Probability and Statistics' textbook developed under the 2009-revised curriculum and 2015-revised curriculum were analyzed. The results of this study were as follows. First, 8 textbooks under the 2009-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range or an interval. And 1 textbook under the 2009-revised curriculum defined the continuous probability variable as probability variable when the set of its value is uncountable. But all textbooks under the 2015-revised curriculum defined the continuous probability variable as probability variable with all the real values within a range. Second, 4 textbooks under the 2009-revised curriculum and 4 textbooks under 2015-revised curriculum introduced a continuous random distribution using an uniformly distribution. And 5 textbooks under the 2009-revised curriculum and 5 textbooks under the 2015-revised curriculum introduced a continuous random distribution using a relative frequency density.

A Study on the Direction of 'Library and Information Life' Curriculum Revision Based on '2015 Revised National Curriculum' ('2015 개정 교육과정'에 따른 '도서관과 정보생활' 교육과정의 개정 방향에 관한 연구)

  • Lee, Byeong-Ki
    • Journal of the Korean Society for Library and Information Science
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    • v.53 no.2
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    • pp.49-68
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    • 2019
  • The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

An Analysis on the Implementation and the Methods of Development of the 7th Differentiated Mathematics Curriculum (수학과 단계형 수준별 교육과정 운영 실태 분석 및 개선 방안 탐색)

  • Choe, Seung-Hyun;Lee, Dae-Hyun
    • The Mathematical Education
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    • v.44 no.3 s.110
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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.

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Holistic Reform of the Mathematics Curriculum - the Hong Kong Experience

  • Wong, Ngai-Ying;Lam, Chi-Chung;Leung, Frederick Koon-Shing;Mok, Ida Ah-Chee;Wong, Ka-Ming Patrick
    • Research in Mathematical Education
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    • v.3 no.2
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    • pp.69-88
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    • 1999
  • The Hong Kong mathematics curriculum has launched its reform in recent years. It was the first time that a holistic review of syllabi from Primary 1 through Secondary 7 was made. The curriculum development agency also decided to base the reform on sound pedagogical foundations. That was assisted with academic research where the views of various stakeholders were investigated in detail. Surveys were conducted with students, parents, teachers, employers, university professors, and curriculum designers and they give a full picture of mathematics teaching and learning in Hong Kong. The rich data collected should shed light on the development of mathematics curriculum in other regions with similar socio-cultural and educational settings.

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A Study of Reasonable Mechanical Engineering Curriculum and Accreditation Criteria (합리적 기계공학 교육과정 및 인증기준에 관한 연구)

  • Ha, Il-Kyu;Song, Dong-Joo
    • Journal of Engineering Education Research
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    • v.15 no.6
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    • pp.19-33
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    • 2012
  • We analyze the problems of curriculum management and accreditation criteria through data analysis and survey on domestic and foreign curriculums and accreditation criteria, propose an efficient curriculum model based on educational realities and requirements of all university members and suggest improvement direction for more efficient curriculum management and accreditation criteria. For this study, we investigate curriculum data of several domestic and foreign universities, analyze the datum in various aspects and conduct a survey on curriculum management and accreditation criteria for collecting extensive opinion of university members on curriculum management and accreditation criteria. We expect that the proposed curriculum model and improvement direction of curriculum and accreditation criteria will help university members to efficiently manage accreditation programs.

A Study on Mathematical Terms in 7th Elementary Mathematics Curriculum in Korea (제 7 차 초등학교 수학과 교육과정에 제시된 수학 용어에 대한 연구)

  • 박교식
    • School Mathematics
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    • v.3 no.2
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    • pp.233-248
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    • 2001
  • In pthis aper, mathematical terms in 7th elementary mathematics curriculum(from now, in short, 7th curriculum)are reexamined critically. In 7th curriculum there are 123 terms, which seems to be selected cautiously But it is not sure. There are lots of evidences for selecting terms incautiously, Through these evidences, following conclusions are induced: (1) Terms were not selected strictly. There are many terms omitted in 7th curriculum, which are necessary for understanding mathematical concepts. (2) There were no rational principles for selecting terms in 7th curriculum. Any rational principles can not be found out among terms in 7th curriculum. (3) Mathematical terms and real life terms in 7th curriculum were not distinguished explicitly. There were some real life terms in 7th curriculum, which were significant for understanding mathematical concepts. But other real life terms which is significant also for understanding mathematical concepts were not contained in 7th curriculum.

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A Study on the Organization of the Standard Liberal Arts Curriculum in Accordance with the Credit Bank System (학점은행제 교양교육과정의 편성에 관한 일고찰)

  • Gim, Chae-Chun;Park, So-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.20 no.1
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    • pp.68-77
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    • 2008
  • The purpose of this study is to examine the organization of the standard liberal arts curriculum in accordance with the academic credit bank system (ACBS). With the growth of the system, the standard curriculum of the ACBS turned out to have many problems which have to be solved for securing and maintaining the quality of the system. In an attempt to improve the standard liberal arts curriculum of the ACBS, the study analyzed the problems of standard liberal arts curriculum of the ACBS according to three criteria: the organization of subjects in the six liberal arts curriculum areas, the completion of liberal arts and the exchange subjects between majors and the liberal arts. Based on the results of the analysis, the study suggests ways to improve standard liberal arts curriculum. In the future, research needs to be conducted to explore ways to implement the proposed standard liberal arts curriculum of the ACBS in real contexts.

Women's Health Nursing Curriculum Analysis using Posner's Theory in Korean Nursing Baccalaureate Education (Posner 이론을 적용한 여성건강간호학 교육과정 분석)

  • Kim, Hyun-Kyoung
    • Korean Parent-Child Health Journal
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    • v.18 no.1
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    • pp.39-45
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    • 2015
  • Purpose: This study aimed to analyze the women's health nursing curriculum in Korean nursing baccalaureate education. Methods: This study was conducted with women's health nursing curriculum from one nursing school. Data were collected through one nursing school in A city, Korea from November to December, 2014. Data were analyzed using 4 domain of Posner's curriculum analysis. Results: Curriculum documentation and origins were based on the nursing standard from Korean Accreditation Nursing Board Education and the learning goal of maternal nursing from Korean Nursing Association. The purpose and content of the curriculum were composed with cognitive, affective, and psychomotor domains. The curriculum was organized deductively and multidisciplinary. Conclusion: The continuity, sequence, integration, and articulation were advantage of the curriculum. The concept map of women's health nursing curriculum can contribute to share the objectives between teachers and learners.

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Curriculum Orientations of Home Economics Teachers and Related Variables (가정과 교사들의 가정과 교육과정 관점에 대한 선호도와 관련 변수)

  • 류상희
    • Journal of Korean Home Economics Education Association
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    • v.11 no.2
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    • pp.1-11
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    • 1999
  • The purpose in this study is to identify beliefs about curriculum orientation of Korean secondary school home economics teachers for the development of home economics curriculum and the change of their curriculum orientation. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. A mail questionnaire, Individual Curriculum Orientation Profile (ICOP), was used to survey randomly selected 525 home economics teachers. Home economics teachers agreed with the cognitive process as their predominant curriculum orientation. The second predominant type with which home economics teachers agreed most was personal relevance orientation. Home economics teachers’age, major, college type, and teaching years were significantly related to the academic rationalism curriculum orientation, and the college type for bachelor’s degree was significantly related to the technical curriculum orientation. Age and major in master’s degree were significantly related to the social reconstruction curriculum orientation.

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