• 한국가정과교육학회지
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• 제18권4호
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• pp.193-206
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• 2006

2006년 현재 제 7차 가정과 교육과정 개정 작업이 이루어지고 있다. 2005년 12월 개최된 공청회 안에서 실천적 문제 중심 교육과정이 일부 수용된 바 있다. 그러나 아직까지 실천적 문제 중심 교육과정 접근방법은 현장에 널리 확산되지 못한 상황이며 이에 대한 올바른 이해가 요구되는 시점에 있다. 이에 이 연구에서는 실천적 문제 중심 교육과정 접근 방법에 대한 이해를 도모하기 위하여 가정과교육에서 다루는 문제는 어떤 본질을 갖는지와 실천적 문제 중심 교육과정 개발의 틀을 살펴보았다. 또한 실천적 문제 중심 교육과정에 대한 이해가 부족함으로써 발생할 수 있는 주제에 대한 논의를 통하여 우리나라에서의 실천적 문제 중심 가정과 교육과정의 당위성을 찾아보았다. 이 연구에서는 실천적 문제 중심 교육과정은 문제해결 교수 학습모형이나 실천적 추론 모형과 동일한가?; 실천적 문제 중심 교육과정과 종래의 학문 중심 교육과정에서 다루는 내용요소는 동일한데 왜 새로운 접근방법의 교육과정이 필요한가?; 실천적 문제 중심 교육과정은 부정적 문제만을 다루는가?; 실천적 문제중심 교육과정은 개념, 원리, 지식, 이론 등을 간과하는가?; 실천적 문제 중심 교육과정은 기능이나 기술적인 측면은 다루지 않는가?; 전통적인 가정과의 내용을 간과하는가?; 실천적 문제 중심 교육과정은 통합적 교육과정만을 추구하는가?; 제 7차 부분 개정의 공청회 안에서 실천적 문제 중심 교육과정은 어떻게 수용되었는가?; 실천적 문제 중심 교육과정은 가정과의 성격이나 내용을 도덕과나 사회과와 유사하게 변화시키는가?; 실천적 문제 중심 교육과정은 소수의 학자들만이 선호하는 교육과정인가? 의 문제를 중심으로 논의하였다. 이를 통하여 실천적 문제 중심 교육과정이 시대적 요구에 부응할 수 있는지 그 당위성을 찾아보았다.

• 한국가정과교육학회지
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• 제30권1호
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• pp.65-77
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• 2018

이 연구의 목적은 2015 개정 교육과정의 주생활 영역 수업을 통해 교과역량 중 관계형성 역량을 강화하기 위한 방안을 탐색하는데 있다. 이를 위해 2015 개정 기술 가정 교과의 교육과정 문서와 교육과정 성취기준 및 평가준거 성취기준 및 평가기준 문서를 분석하였다. 그리고 평가기준의 동사와 교육과정 내용 체계에 제시된 기능의 내용을 비교 분석하여 교육과정이 학교 현장에서 충실히 반영될 수 있을지의 여부를 탐색하였다. 그리고 주생활 영역 수업을 통한 교과역량 중 관계형성역량을 함양하기 위한 교수 학습 및 평가 방법을 제안하여 2015 개정 교육과정이 충실히 구현될 수 있는 계획안을 제시하였다. 이를 통해 도출된 연구 결과는 다음과 같다. 첫째, 2015 개정 기술 가정 교과의 교육과정 문서에는 교과역량 세 가지를 내용 영역에 따라 분리 제시하였으나, 내용 영역이 3가지 교과역량과 상호 배타적이지 않음을 보여주고 있다. 이는 인간의 능력 개발이 가진 특징 즉 하나의 학습이 하나의 역량으로만 관련되지 않음을 보여준다고 할 수 있다. 둘째, 2015 개정 교육과정 문서의 기능(skills)은 평가기준에 부분적으로 반영되어 있어서, 평가기준을 반영한 교육 평가가 이루어지는 학교 교육에서 교과역량을 평가할 체계를 충실히 반영하기 어려울 수 있음을 보여주고 있다. 따라서 본 연구에서는 교육과정을 실현하는 교사들이 다양한 교과역량을 기르기 위한 노력을 기울여야 할 필요성을 보여준다. 그리고 역량 중심 교육과정이 가진 근본적인 한계를 극복하기 위한 교사 재교육과 교사들의 교육과정 운영을 위한 교수 학습 방법과 평가 방법 개선을 위한 노력이 필요할 것이다.

• 한국학교보건학회지
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• 제23권2호
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• pp.97-114
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• 2010

Purpose: This study is intended to provide easy explanations needed to ensure correct understanding of the notification of health education curriculum revised in 2008, health education curriculum at middle and high schools as well as their effective application at schools. Teachers of health lessons can provide better guidance for their classes only when they are well informed of intent and direction of health lessons sought after by the nation, objective and systematic content of health lessons, teaching methods, characteristics of teachinglearning materials and their evaluation. The contents of the guide have been sufficiently detailed and clarified in such a way that can increase understanding of school health education as pursued by the nation. Methods: This is reported research as its contents have been finalized through analysis of documentary records concerned with health education available at both home and abroad, a council of health education experts and public hearings organized for extensive collection of opinions from professor and teachers. Results: The guidebook has been prepared in 5 areas covering respectively "background of revision to health education curriculum", "how health education curriculum has been changed over time", " focus on health education curriculum", "explanations on health education curriculum" and "comparison of new and previous curriculum". Also developed were key initiatives on 6 health related subjects. Conclusion: The greatest significance of this research lies in the fact that it has come up with the first guide book for health education ever prepared in our history. It is also meaningful for the guide book to enable teachers to teach their classes better by providing them with easy interpretation of the contents notified by the government and to have set guidelines for directions in which health of our youths should be promoted. Since this is the first work, continuous research and development should further be carried out in the future.

• 한국간호교육학회지
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• 제3권
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• pp.46-58
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• 1997

This review article provides the trend of current nursing curriculum of todays in Korea and its perspectives. This article reviewed 5 aspects of the current nursing curriculum for the undergraduate program, those are the (1)educational philosophy and believes (2)the nursing concepts revealed in the current nursing curriculum (3)the educational goals and objectives (4)the framework of nursing curriculum (5)the syllabus and credit hours. The common nursing concepts in the current nursing curriculum are Nursing, Human being, Environment/society, Health, Nursing science. The examplary vertical concepts composing of the current nursing curriculum are nursing process, life styles and the horizontal concepts are client, health promotion /recovery /maintenance, leadership, and research. The common subjects composing of the nursing syllabus are the introductory subjects(nursing history, nursing professionalism, foundamental nursing), and the supportive subjects (communication, human relationship, human growth and development, health education, etc) and nursing research, the intrductory basic sciences (anatomy, physiology etc.), and the major nursing subjects (adult nursing, child nursing, maternity nursing, psychiatric nursng, community nursing, nursing administration.) In order to have more advanced nursing education, the suggestions were provided as follows : (1) It is necessary to have revision and evaluation of the process and the structure of the current nursing curriculum periodically. (2) The concept of health promotion for all human being should be integrated into the nursing curriculum. (3) The nursing education program should be unified into baccalauliate level to get one type of nurse-registration system. (4) The nursing courses will need to provide the necessary contemporary Informations to allow the nurses to fuction efficiently in this rapidly changing era. (5) The use of new technology in nursing education is necessary to expand nursing education more.

• 대한수학교육학회지:수학교육학연구
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• 제21권4호
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• pp.361-378
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• 2011

본 연구는 교육과정 등재 용어가 교과서에서 사용하는 용어의 가이드라인 역할을 충실히 할 수 있도록, 교육과정 등재 용어와 교과서에서 사용하는 용어 사이의 불일치를 찾아 개선하는 것을 목적으로 한다. 이를 위해 교육과정 등재 용어와 교과서에서 사용하는 용어를 대상으로 수학 용어의 선정과 사용의 적합성에 관해 논의한다. 본 연구에서는 용어 등재와 관련해서 다음의 다섯 가지 기준을 제안한다. 순수한 일상어는 등재하지 않는다. 순화어는 등재하지 않는다. 초등학교 수학에서만 사용되지만 이미 정착된 용어는 등재한다. 맥락에 따라 다양하게 사용하는 용어는 한 번씩만 등재한다. 정의하지 않고 사용할 수 있는 용어를 지정한다. 교과서에서의 용어 사용과 관련해서도 다음의 세 가지 기준을 제안한다. 교육과정 등재 용어는 반드시 사용해야 한다. 맥락에 따라 다양하게 사용하는 동일한 용어는 맥락에 따라 재 정의한다. 공인되지 않은 용어나 꼭 필요하지 않은 용어는 사용하지 않는다.

• 교육시설 논문지
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• 제18권5호
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• pp.23-33
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• 2011

To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

• 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.

• 복식문화연구
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• 제30권3호
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• pp.414-428
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• 2022

The goal of this study was to develop a curriculum based on practice and job competency, reflecting opinions on the required job competence of nail practitioners and professionals related to nail beauty. Through in-depth interviews with nail experts, the research focuses on developing nail beauty competency-based curriculum and curriculum profiles that reflect practitioners' needs of job competence in the field. In-depth interviews with 11 field experts and surveys of 154 people were conducted to develop a competency-based curriculum for beginner nail hairdressers. The results of this study show that the existing 38 National Competency Standards (NCS) job competencies were reduced to 21 job competencies. In addition, based on the common opinions of experts who reflect the current trend, two tasks on "eyelashes" and "waxing" were added, and they were modified and supplemented with 23 core competencies. The development of a competency-based curriculum and educational programs for nail beauty was performed based on the requirements of the core competencies investigated and the development of a systematic map for the core competencies of beginner nail technicians and hairdressers. In conclusion, the need for professional education and training for nail hairdressers is growing, and it can be seen that a curriculum building multi-faceted abilities is needed for their qualifications as experts. This study found that it is necessary to develop interpersonal communication skills that include marketing elements other than practical skills such as personality and customer response methods in the nail beauty curriculum.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제37권2호
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• pp.105-134
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• 2023

본 연구는 우리나라 수학과 교육과정 성취기준에 포함된 수행 동사를 추출하여 그 실태를 파악하고 개선 방안을 탐색하는 데 목적이 있다. 이를 위해 먼저 현행 수학과 교육과정인 2015 개정 수학과 교육과정 성취기준에 포함된 수행 동사가 학교급별로 차이가 있는지를 분석하였다. 또 우리나라 수학과 교육과정 성취기준에 포함된 수행 동사가 다른 국가의 수학과 교육과정 성취기준에 포함된 수행 동사와 차이가 있는지도 살펴보았다. 분석 결과 우리나라 2015 개정 수학과 교육과정 성취기준에 포함된 수행 동사는 학교급이 올라갈수록 빈도와 종수가 모두 적어지는 것을 볼 수 있었다. 외국의 수학과 교육과정에서도 유사한 경향성은 보였으나 우리나라에서는 '이해하다', '알다'가 지나치게 많이 사용되어 개선이 필요하다.

• 한국응급구조학회지
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• 제12권2호
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• pp.5-26
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• 2008

Purpose : This study was performed to develop the curriculum of Emergency Medical technology of College. Method : The authors analyzed curricular of EMT in 12 college in Korea. We conducted the distribution, credit, mean, frequency of liberal arts, majors, teaching profession subject by Kim and Lee(2007). We compared curriculum of knowledge and clinical training courses. Results : The numbers of whole subjects were 59.3 and the number of mean and the credits were 130.8 degree of mean. The numbers of liberal arts were 9.5 number of mean and the credits were 15.5 degree of mean. The numbers of major were 47.5 number of mean and the credits were 111.4 degree of mean. The numbers of teaching profession subject were 1.9 number of mean and the credits were 4 degree of mean. Finally, frequency of curriculum of knowledge and clinical training courses were 57.1% and 42%, respectively. Conclusion : This results will represent curriculum development and will standardize curriculum for EMT collage. in addition, it will make EMT curriculum standardized.