• Journal of Elementary Mathematics Education in Korea
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• v.24 no.2
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• pp.207-229
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• 2020

The study examined on the general educational system, the structure of the document of mathematical curriculum, and the characteristics of the achievement standards written in the document of France in order to compare with Korean primary mathematics education. French pupils learn about 5% more hours than Korean sixth grade pupils, and French document of mathematical curriculum describes the contents included in the documents more concretely than us. There were a large differences in the subjects both of mixed calculations and division of fractions in the area of number and operations. The study proposed the necessity for researches on the concrete description of the document of mathematical curriculum, more concrete examples to use to teach pupils on the viewpoints of school mathematics, and the learning sequences and methods of the division of fractional numbers. At last we proposed to need rethink of the importances and teaching methods of calculations.

• Korean Journal of Comparative Education
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• v.19 no.2
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• pp.147-173
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• 2009

This research deals with Freinet School in France as a model of open public schools, with focus on the school's operating philosophy, operating contents and characteristics, the cases of educational practices and suggestions for Korea's public education reform. Freinet School has been operated based on the educational philosophy of the French education activist Célestin Freinet(1896-1966). This researcher approached the following four research subjects in order to examine what effects Freinet School can have on the change and reform of Korea's public schools. First: What are the educational effects that Freinet School has on the public educational system in France? Second: What are the operating principles of Freinet School and what are the characteristics of the school's viewpoints and roles towards its teachers and students? Third: What are the kinds of the educational activities and the status of utilization of time and space with regard to Freinet School's operating regulations and the cases of educational practices? Fourth: What suggestions can Freinet School provide for Korea's public educational reform? This researcher have conducted preceding and philological researches on Freinet School pedagogy and analyzed such data as moving images, interviews with teachers, and the books published by Freinet School Teachers' Association.

• Journal of the Korean Society of Clothing and Textiles
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• v.19 no.3
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• pp.483-503
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• 1995

The purpose of this study was to clarify the origin which have misused terms, analyze Its meanings and suggest the unified terms. The content of this study are as follows. The origin of the terms in western dress is different with the areas of cultural influence. Japanese occupied much more than other languages in the apparel industry after the civilization. and English has dominated in the educational filed since 1945 the Liberalization. French, German, Portuguese, Spanish, Dutch are added. These languages came to the clothing field via Japanese and English or directly from the countries. 망토(manteau프), 메리야스(medias스), 러닝셔츠(일) 라사(raxa네), 오트 쿠튀르(Haute Couture 프), 비로드(veludo 포), etc. However the words of foreign origin have misused or corrupted until now a days. 마이 (재킷, 상의), 노 슬립, 소데나시 (슬리브리스, 민소매) 넌라쟈(브래지어), 노타이, 노타이샤쓰(오픈칼라 셔츠, 넥타이를 매지 않은 셔츠) 와이샤쓰(드레스 ttu츠), etc. And also these terms are confused in using because of the word's diversity, the different nationality, change of the marking rules, and the difference between the education and production field terms. On the others hand, this study explained the differences between western costume and Korean costume as the clothing manufacture terms were translated to Korean. bodice-길, collar, neckline-깃, belt, sash-(허리)띠 And then the untied terms were suggested through the comparison production field and educational area (including schools and institutes). lapel, 라펠(학교용어) (학원용어), 가에리 (일) (의류산업 현장용어), 아랫깃(통일어) By the way, this study involved the origin of and misused teams in sewing and presented the unified terms. 미까시 (X)-미 카에시(일) - 안단($\bigcirc$), 이새(X)―홈줄임 ($\bigcirc$) As the above , the characteristics of clothing terms which have misused are Japans,;e, corrupt Japanese, false reports foreign words via Korean, Japanese, compound words of Korean and Japanese, compound words of English and Japanese. And also the words of foreign origin in clothing had the following tendency in the marking system. There are ellipsis of form, sex, timber, grammatical case '-ing', '-ed' in adjective and long vowels express to short vowels. We can see this phenomena as the rule of curtailment labor.

• Journal of the Korean School Mathematics Society
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• v.15 no.2
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• pp.215-238
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• 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 leading 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 observations and teacher interviews, the reality of competencies-based mathematics teaching of New Zealand and France 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.

• Cross-Cultural Studies
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• v.49
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• pp.201-228
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• 2017

In Korean society, universities represent institutions of higher education. Industrialization and economic development led to a small number of elite groups at the helm of these institutions. However, our society has encouraged a lifelong system of learning, and apparently, the present university system does not represent an ideal scenario. The Korean government recognized the need for appropriate changes. The events associated with the implementation of related policies occurred at the Ewha Womans University (Seoul) last year. This article is based on the notion of lifelong education to further our understanding of the role of university in the absence of a consensus among university and college members regarding lifelong learning in our society. As an alternative, we looked at the case of France, which is adopting a lifelong education system and implementing related policies ahead of us. Despite regulatory challenges and adaptation of the role of public education in lifelong learning, France has laid a solid foundation. In our case, we are recognizing the need to prepare for lifelong learning. In particular, it is necessary to increase public awareness of education by clearly recognizing our national responsibility and increasing the financial support to universities, accordingly. Above all, the role and attitude of universities must change, along with the perception of its members.