• Journal of the Korea Society of Computer and Information
• /
• v.21 no.1
• /
• pp.191-198
• /
• 2016

This paper aims to present how to design and implement a multimedia tutorial system for the self-learning French language using Director with additional tools. To implement a multimedia tutorial system we need to design several steps. First, we should choose the level of the users and design tutorial. Second, we should prepare all materials such as sounds, graphics, text and video. Finally, we should implement the selected elements and control the educational software. Due to the nature of the paper, it must emphasize French basic conversation to make environment that be used in each scene and the scene of the context dialog. In view of the fact that the fitness of each content utilization field of multimedia authoring tool is high, it is possible as part of the system sizing process of the manufacturing process, to impart its meaning. This learning-contents are composed of 10 units each situation, and we anticipate there are the several effects of this system on basic French students. This system helps lecturer get French students interested in lessons, and enables learner to learn French of the role of iterative practice by linking image and sound. Also this system helps learners to prepare and review French studying after a lesson and allows leaners to maximize their efficiency. The future of this work is to implement this system on the app.

• Cross-Cultural Studies
• /
• v.25
• /
• pp.107-129
• /
• 2011

This article aims to observe the role of Arabic and analyze the future of Arabic in France under the base of the Al-Sabhan Rabina Baldhawe's article, published in mettre l'importance sur University Paris 8 in 2007. In the first part, we have focus into the historical analysis: in France, with a few Arabic and French policy has been settled for what were examined. Also enable the use of Arabic in France with regard to trends of Maghreb countries and other Arab countries, is being led by noted. In the second part, we put on the importance about the situation of Arabic in the France's educational institution. And we have analysed the reasons why Arabic became the most important reason for learning the target language: - in order to faciliate the children of immigrants living in Maghreb able to speak French - Due to differences in culture and language experience to relieve the psychological insecurity above sea - By using the Arabic language at home among family members, strengthen solidarity and resolve heterogeneity In the third part, we have recognized that the French education system was looked at in the Journal of Arabic teaching elementary, middle and high school courses, separated by a learning Arabic as the target language. Finally, we have tried to find a way to revitalize Arabic in France in connection with Sabhan Rabina Al-Baldhawe concrete example of the paper were based on a survey. France and the Arab countries' relationship has been long enough to prove the historic aspects and economic cooperation have maintained a relationship even tighter. Arabic, many of the French people also need education and children to learn Arabic in the French educational institution that has shown a positive stance. French students learning Arabic as a future career in choosing the width of the wider benefits it helps to have. Learning Arabic in the course need to be addressed is also true that a lot of points. But the Arabic and various aspects of internal organization is considered a minority in the popular Arabic language training in France has become more competitive in research and analysis to be active stance is required externally, such as the increase of trade agreements and economic systems side at the level of cultural exchange and international co-operation system, strengthening its position as the Arabic language in France.

• Journal of Educational Research in Mathematics
• /
• v.10 no.2
• /
• pp.183-197
• /
• 2000

The purpose of this paper is to present the history of the research in mathematics education, its characteristic and some theories as its results in France. The french research in mathematics education really began with the inauguration of IREM in the institutional aspect, referring to Bachelard in the epistemological aspect and to Piaget in the psychological aspect. It aimed at appreciating the mathematics education as a independent science and focused on the theoretical research through its own object(didactic system) and its own method(didactic engineering). Therefore, it can be characterized by the dense and elaborate theoretical arguments. Consequently, it is known that four major theories in french mathematics education were developed: the theory of didactic situations by trousseau, the theory of didactic transposition by Chevallard, the theory of conceptual fields by Vergnaud, the theory of tool-object dialectic by Douady. Among them, this paper is focused on the situation of institutionalization and the structurization of milieu in the theory of Brousseau and the motive of didactic transposition and the didactic time in the theory of Chevallard. In that the french research in mathematics education has been founded on its own theoretical models, it may contribute to us who envy the basic theories of mathematics education.

• Korean Journal of Comparative Education
• /
• v.27 no.3
• /
• pp.161-184
• /
• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• School Mathematics
• /
• v.3 no.2
• /
• pp.401-421
• /
• 2001

This paper describes the teaching of mathematics in France at the elementary and secondary levels. It consists of four parts: the structure of the french education system and the status of mathematics within it, the evolution of mathematics teaching in France from 1968 to nowadays, the teacher training in France, the mathematical contents in the elementary school curriculum and the mathematics curriculum in the lower secondary school. From this review, we can extract some characteristics of the teaching of mathematics in France.

• Journal of the Korean School Mathematics Society
• /
• v.15 no.1
• /
• pp.81-108
• /
• 2012

One of the keyword in every nation's recent educational policy is key competencies. Considering national competitiveness originating from educational competitiveness, educational policy has been driven to identify key competencies and realize them through school education. Within this context some countries have developed competencies-based curriculum and discussed ways to relate key competencies and subject matter areas. However, there have been few researches on how to reflect or integrate key competencies into subject matter areas. Because of this reason, the ways to incorporate and integrate key competencies into three subject areas including mathematics were investigated. The recent trends of curriculum, teaching and learning, and assessment of domestic and foreign cases were explored by the subject of one Korean international middle school, one British foreign school in Seoul, one French foreign school in Seoul, and four middle schools in New Zealand. To establish competencies-based school education, there should be intimate connection system among curriculum, teaching and learning, assessment, and teacher education. Through analysis of domestic and foreign cases, some conclusions regarding how these aspects have changed with the emphasis of key competencies were drawn. In this paper, through classroom observation and teacher interview, a case of the competencies-based mathematics lessons of one French foreign school was investigated. As a result, summaries and recommendations related to ways to improve subject teaching and teacher education in light of key competencies were presented. In these recommendations, the ways to reconstruct subject-based curriculum, the content-specific teaching and learning, and educational assessment were included.

• (The)Korea Educational Review
• /
• v.23 no.1
• /
• pp.57-81
• /
• 2017

The purpose of this study is to summarise the educational meanings of Official Foreign Language Schools(hereafter, OFLS) in Korea, 1895-1906. Especially, I try to find out the foreign language policy of the Joseon Dynasty and the comparative superiority between six foreign language schools - Japanese School, English School, French School, Russian School, Chinese School, and German School - through the traits of teachers and the change of students numbers at the Regulation Period. As a part of Kabo Reforms, the government had abolished the of Civil Service Examination System and status system, and foreign languages worked as a cultural capital to acquire modern civilization and to escalate one's social status. The results were as follows: Firstly, the OFLS have to be regarded as one of the highest educational institute during the Regulation Period. The eligibility of the OFLS was over 15 years old, but most of the incoming students were over 20 years old. Secondly, many of the OFLS's teachers were specialists of military, diplomat and mechanics. Especially, Martel, the teacher of French school played an important role for the neutral diplomacy policy of the Great Korean(Dae-Han) Empire during the Regulation Period. Thirdly, the recruit of new members of the OFLS was affected by the political and social circumstances at that time. Fourthly, the statistics of incoming students during the Regulation Period was concentrated on Chinese school, French school, and English school in due order. Thus, it differed from the commonly accepted ideas of students' statistics which was concentrated on English School and Japanese School. Fifthly, the OFLS were not only for the training of official interpreters(譯官通事), but also the cultivation of civil servants who could become statesman.

• Speech Sciences
• /
• v.5 no.1
• /
• pp.49-62
• /
• 1999

This study is concerned with the educational program Visual Analysis Tool (VAT) for sound development for foreign intonation using personal computer. The VAT can run on IBM-PC 386 compatible or higher. It shows the spectrogram, waveform, intensity and the pitch contour. The system can work freely on either waveform zoom in-out or the documentation of measured value. In this paper, intensity and pitch contour information were used. Twelve French sentences were recorded from a French conversational tape. And three Korean participated in this study. They spoke out twelve sentences repeatly and trid to make the same pitch contour - by visually matching their pitcgh contour to the native speaker's. A sentences were recorded again when the participants themselves became familiar with intonation, intensity and pauses. The difference of pitch contour(rising or falling), pitch value, energy, total duration of sentences and the boundary of rhythmic group between native speaker's and theirs before and after training were compared. The results were as following: 1) In a declarative sentence: a native speaker's general pitch contour falls at the end of sentences. But the participant's pitch contours were flat before training. 2) In an interrogative: the native speaker made his pitch contours it rise at the end of sentences with the exception of wh-questions (qu'est-ce que) and a pitch value varied a greath. In the interrogative 'S + V' form sentences, we found the pitch contour rose higher in comparison to other sentences and it varied a great deal. 3) In an exclamatory sentence: the pitch contour looked like a shape of a mountain. But the participants could not make it fall before or after training.

• Research in Mathematical Education
• /
• v.18 no.2
• /
• pp.149-170
• /
• 2014

The Vietnamese language has a specific property related to the zero in the name-number system. This study was conducted to examine the impact of linguistic differences and of the zero's position in a number on a transcoding task (verbal number into Arabic number). Vietnamese children and French-speaking Belgian children, from grades 3 to 6, participated in the study. The success rate and the type of errors they made varied, depending on their grade and language. At Grade 4, Vietnamese children showed performances equivalent to Grade 6 Belgian children. Our results confirmed the support provided by language to the understanding and performances in a transcoding task. Results also showed that a syntactic zero is easier to manipulate than a lexical zero for Vietnamese children. The relative influence of language and the source of errors are discussed.

• Korean Journal of Human Ecology
• /
• v.3 no.1
• /
• pp.1-14
• /
• 1994

This study is carried out to develope parent education methodology by analysing "${\acute{E}}cole$ des Parents" of France. To study this subject we approach by following three methodes. Firstly, we examined bibliographes to find out motivation of initiative caused from hystological and sociological circumstance. Secondly, to analyse chronological developement and modification of "${\acute{E}}cole$ des Parents" we interviewed with three periods of persons : founder, developer and actually working animators. In addition, we riviewed three hundred eighty volumes of $\underline{{\acute{E}}cole\;des\;Parents}$, from first jurnals to october, 1993. Thirdly, this study were approached by participant observation in actual activities, and by analyse statstical records and subject of articals. In results, we noticed following caractors working in french parent education system. All the regional "${\acute{E}}cole$ des Parents" are alined with "$F{\acute{E}}d{\acute{E}}ration$ Nationale des ${\acute{E}}cole$ des Parents et des ${\acute{E}}ducateurs$"(F.N.E.PE.) in educational polish but activities and methodes of education are independant with F.N.E.P.E., and in most different regional "${\acute{E}}cole$ des Parents" focussed the educational programes to the middle class families in economic point of view. these programes adjust very rapidly systematicaly to social requirment due to successed intensive research. Mordern programs tend to contain all members of family in stead of targeting only maternal members. Methodes of education by lectures and speechs only to deliver information also replaced by discussion, forum and groop animation to induce self-correction. We propose that the systems of FNEPE can be ideal models to solve many actual problems facing in Korean parent education systemes.