• (The) Research of the performance art and culture
• /
• no.37
• /
• pp.223-247
• /
• 2018

A reading aloud performance is an activity in which the actors convey the meaning of the play to the audience through reading the play without memorizing the play. Although this term has been used for a long time, it can be said in the early 2000s that Korea began to pay attention to reading aloud performance in the cultural world. As the theater education is strengthened in the 2015 revision curriculum, interest in this "reading aloud performance" is also growing. In this article, we analyzed the reading aloud performance of the 8th contemporary Japanese drama '2018' in order to utilize the reading aloud performance in the educational field and to utilize it in the lecture of the children education. There are two types of rehearsals for the actors on stage: 'Reading by watching drama', 'Playing by memorizing drama', and 'Mixing two types'. In the end, the key is that there is no set rule for the type of reading aloud performance. It's not trouble to see or not to see the play. It is not necessary to have a stereotype that you should do a proper reading aloud performance in consideration of your situation, but that you should do this. If children understand the concept of read aloud performance in a flexible way, the educational effect will be greater. Based on this analysis, we suggested 'not sticking to the form of reading aloud performance' and 'choosing various types of reading aloud performance' as a criterion for applying to the education field for children. In addition, the sub-criteria required for selecting 'various types of lecture performances' include' selecting a specific scene in the content of the play ',' considering the level or situation of the student ',' not hesitating to make a new type of lecture performance '. I hope that this article will be a stepping stone to revitalize the discussion in the educational world where discussion on the performance of reading aloud is requested, and to solve the problem of lack of educational design due to lack of theory.

• Korean Journal of Comparative Education
• /
• v.20 no.2
• /
• pp.95-128
• /
• 2010

This article presents a one and half-year process of Lesson Study conducted at a K-8 school in an urban district in the eastern U.S. Lesson Study, a Japanese form of professional development that centers on collaborative study of live classroom lessons, has spread rapidly in the U.S. since 1999 and has been argued as a promising alternative model for teacher-led school reform through professional development. The Lesson Study group described here was composed of five teachers, one administrator, and one instructional improvement coordinator belonging to the participant school and two instructional super-intendants from the school district. Data was collected from October 2007 to February 2009 and a qualitative case study method was employed for this study. Drawing a case of Lesson Study, this article intended to show how Lesson Study group members participated in planning, teaching, observing, discussing, and improving lessons collaboratively for student learning by enhancing teacher professional competence so that find directions for future implementation in Korea. This article investigates (1) process of Lesson Study, (2) issues Lesson Study group members mainly dealt with, and (3) changes have taken place in Lesson Study as it is conducted over time. (4) Finally, this article concludes with challenges to adopting Lesson Study successfully in Korea.

• Health Policy and Management
• /
• v.13 no.2
• /
• pp.1-22
• /
• 2003

Since 1990s, the use of Complementary and Alternative Medicine(CAM) has been rising rapidly all of the world. In 1983, WHO recommended that the traditional medicine actively be utilized. At the end of 20th century, as chronic and intractable diseases increased in western countries, traditional medicine has attracted considerable attention. COWM shows possibilities of new approaches for these intractable diseases. Thus, we try to show our proper approach of COWM through the international comparative study. In order to fulfill the objectives, we applied the following methodology: 1) Literature review on previous study, 2) Local survey using self-administered questionnaire, and 3) FGI(Focus Group Interview) with local experts. The results were as follows : Three Asian countries, China, Korea and Taiwan, are very active in implementing COWM policy. Japan, however, has independent system of unified medicine. In regards to the combined care policy and system, China has the most advanced COWM system among four countries. In respect to combined care education, it is needed to increase the COWM education contents and the amount of cross educational curriculum. Based on the current COWM system, Chinese, Japanese and Taiwanese doctors can prescribe both oriental and western drugs. But, Korean medical law prohibits western doctors and oriental doctors from prescribing the counterpart´s medicine. So, the revision of current medical law is urgent for COWM in Korea. And when it comes to patient satisfaction, more than fifty percent responded positively in China, Korea and Taiwan. To achieve the goal of COWM ; 1) mutual understanding and recognition of COWM is essential. 2) institutional and legal support system for COWM is desperately urgent. 3) possible international collaboration and cooperation should be sought to untangle these complex cultural dilemmas.

• Journal of the Korean Institute of Educational Facilities
• /
• v.24 no.4
• /
• pp.15-24
• /
• 2017

This paper aims to investigate in what extent subject-centered clusters are different from one another in terms of message system, which is composed of curriculum, pedagogy and evaluation. For this, Bernstein's pedagogic transmission code(i.e., classification and framing) and school typology(i.e., open-type or close-type) have been explored, and then applied into Shimin Junior School, Japan, in order to find out substantial characteristics between subject-centered clusters. In this case study, VGA(visibility graph analysis), as one of syntactical methodologies in space syntax theory, has been used to measure to what degree they are actually different. Throughout in-depth investigation of spatial configurations, it can be said that the square of clusters is strongly connected and integrated very well, so that it acts as an anchor place for school life within a cluster. However, it works in different ways according to message systems. In the subjects like Japanese and Science whose message system are characterized by strong classification and strong framing, integration values are relatively low, and this means that it is hard to expect cross-referencing activities through the subject squares. On the contrary, the subject of Social Studies defined by weak classification and weak framing shows the highest mean integration values, and this can be expected that there are inter-changeable learning activities in the square.

• Journal of The Geomorphological Association of Korea
• /
• v.20 no.4
• /
• pp.117-131
• /
• 2013

2010 eruption of Eyjafjallajokull volcano in Iceland and 2011 Shinmoedake's eruption in Japan evoked concerns from researchers for the possibility of explosion of Baekdusan volcano after long dormancy (repose period). National Emergency Management Administration has tried to evaluate the vulnerability of volcanic disaster and to prepare response to the potential risk and to mitigate the damages from the volcanic eruption, but a few studies have focused on the activities of Baekdusan. This study aims to clarify what the criteria between dormant volcano and active volcano based on geomorphologists' and geologists' researches. Volcanic experts have made a criterion of activeness such as the evidence of volcanic eruption within 10,000 year before present. More rigorous criterion which was made in 1991 by Japanese Meteorological Administration was 2000 years B.P. Both Baekdusan and Hallasan satisfy two criteria, so it is necessary for us to monitor the activity of both volcanoes and to reflect the facts into the curriculum.

• The Mathematical Education
• /
• v.58 no.2
• /
• pp.225-237
• /
• 2019

The picture of the mathematics curriculum should carry the complex role of relieving the difficulties of mathematics while conveying the core of the mathematics contents well. This study examined the precedence of picture and text harmony and the importance of emotional expression. The discussion of children's picture books became an important reference in this process. The understanding of the child's psychology and cognitive characteristics in the long history of picture books and the insight into the relationship between text and pictures will be important guidelines for elementary school textbooks. Based on these previous studies, this study found some impressive examples of Chinese, Japanese, Indian, and American textbooks on the two complementary relationships between paintings and texts and emotional expressions of paintings. If necessary, we compared these textbooks with Korean textbooks. Through this analysis, this study draws some implications for Korean textbook drawing and textbook production process. That is, the process of reading the picture and interpreting its meaning should be treated as part of the study of mathematics. The mathematical concepts to be dealt with or the sentence description of the problem should be concurrent with the design of the picture. The monotonous expressions and dialogues of characters in textbooks should be avoided, and the personality and emotions of characters should be more abundant and freely expressive.

• Archives of design research
• /
• v.15 no.4
• /
• pp.67-76
• /
• 2002

This study is mainly based on the introduction process of formative art education method of Korean Bauhaus which was brought in this CQuntry through Japan. The introduction routes into Korea of Bauhaus education method by way of the United States through Germany have been disclosed since 1945, including Korean students studying in the United States as well as Scandinavian countries. Those introduction of Bauhaus method by Korean students into Korea had influenced the domestic university education. However, it was worth notice that Park Hui-rak pointed out through his writing that Bauhaus education method had already existed in the CQuntry before 1945 when korea was liberated from 35 years of Japanese colonial rule. Park hinted in his book of "Korean Design History,199B" that the curriculum of primary school, then affiliated with Taegu Education College had been possibly influenced from Composition Education" idealogy led by Japanese Kawakita Rensichiro. In Japan, Bauhaus education method had been independently introduced by civilians like primary school teachers of Kawakita. However, the possible introduction of the informative art education in the country by way of Japan leaves a lot of things to be considered. Because, the introduction was carried out by Choson governor-General which took charge of colonial rule of korea. Accordingly, the purpose of this study is to make full explanation on the introduction of formative art education and on the types. For that purpose, examinations on various materials and information released by many educational institutes as well as by choson Governor-General were included. As the result, it was possible to find out a trace of "Composition Education : Japanese Bauhaus Formative Art Education" in 1937, one year earlier pointed out. And it was remarkable that two interested books were found out, which mainly dealt with Spanung of Composition and Dynamic sense. Finally, through examinations in many aspects, five drawing education books written in 1930s, such as Drawing Guide Details and indication, were proved to be equal to Bauhaus Composition Education in terms of terminology and contents. Moreover, it has been made clear that Composition education Choson was made mostly under the control and management of Choson Governor-General in the of books on education systems in then education college.

• Korean Journal of Oriental Medicine
• /
• v.9 no.1
• /
• pp.1-33
• /
• 2003

From the study on Doo-Jong Kims view of history about the early Korea$(Korea\;herewith\;stands\;for\;Korea\;dynasty\;A.D.918{\sim}1392)s$ Medicine, I came to a conclusion as follows. 1. Doo-Jong Kim is stressing on the fact that Early Koreas Medicine inherited from Shilla dynasty and seemingly expressing the pride of national medical science. But actually he distorted the Koreas independent growth with flunkeyism and insisted that Koreas medicine only took over Shilla dynastys which based on Chinese Tang dynastys medical science. As a result, Koreas medicine was blurred and evaluated as nothing but Tangs medicine. But, the reasons of Doo-Jong Kims viewpoints were not based on the fact, but on his speculation. 2. About the medical system, Doo-Jong Kim viewed that Korea copied Chinese Soo & Tangs medical system, But the fact is that Korea only borrowed a part of Chinese medical systems name, for examples, Tae-I-Gam, Sang-Yak-Kook, Sang-Sik-Kook, etc., and its actual functions were different and grew in Koreas own way, As a result, the titles or roles in the system were very different from those of Chinas. Especially, Korea saw much development in Science of Acupuncture and Moxibustion that there was a specialist on Acupuncture, called I-Chim-Sa, and even had much influences on Chinese Acupuncture and Moxibustions growth, exporting Hwang-Je-Ne-Kyong to Chinese Song dynasty. 3. About the education system of medicine, Doo-Jong Kim viewed that Koreas medicine was only a copy of Shilla dynastys which was based on Chinese Tang dynastys, taking the medical examination curriculum as an example. The fact is that Tangs medical curriculum was three, Bon-Cho, Kab-Ul, Maek-Kyong, Shilla had seven, Bon-Cho-Kyong, Kab-Ul-Kyong, So-Moon-Kyong, Chim-Kyong, Maek-Kyong, Myong-Dang-Kyong, Nan-Kyong, and Korea had ten, So-Moon-Kyong, Kab-Ul-Kyong, Bon-Cho-Kyong, Myong-Dang-Kyong, Maek-Kyong, Dae-Kyong-Chim-Kyong, Nan-Kyong, Ku-Kyong, Ryu-Yon-Ja-Bang, So-Kyong-Chang-Jeo-Ron. Simply considering this, it is so clear that Koreas medical curriculum was much more upgraded one than that of China. 4. About the examination system for civil service, Doo-Jong Kim expressed that Shilla dynasty did not have such system, and only expounded knowledge of Shilla medicine, In case of China, Tang danasty Hyang-Kong was only a qualification test for civil service, which the result was completely dependent on applicants social status, Song danasty examination system was composed of three steps of Hyang-Si, Sung-Si, Jeon-Si (See Note1), but it stuck to formality by having Jeon-Si of anti-fraudulence use. On the other hand, examination system for civil service in Korea dynasty started in 958 by an advice of Ssang-Ki, Chin-Si in 977 and K대-Ja-Si (See Note 1), a kind of Hyang-Si, in 1024., Three steps of examination system made employment for civil service strictly fair, Moreover, it was possible for offsprings of concubine to be an applicant. These easily explain that the examination system of Korea dynasty was more upgraded one than that of China, Tang ＆ Song dynasty. Hyang-Si : Exam in local area Sung-Si : Exam in province for those who passed Hyang-Si Jeon-Si : Exam held with Koea Kings supervision for those who passed Hyang-Si Keo-Ja-Si : Selective exam in local area like Hyang-Si. From the reasons above, it is clear that Doo-Jong Kim was much biased by flunkeyism through Japanese colonialisam and expressed his view on Korea Medical History based on such theory of heteronomy and stasis. Moreover, without rigid historical evidence on records, he distored the fact by translating incorrectly on his purpose. Therefore, Doo-Jong Kims Korean Medical History must be reevaluated through rigid historical research and his mistranslation should be corrected.

• 대한공업교육학회지
• /
• v.35 no.2
• /
• pp.182-203
• /
• 2010

The purpose of this study was to analyze of Information-related subjects on industry department of college scholastic ability test in Korea and Japan. These were compared with information-related foundation and data-technology foundation, programming on industry department test of vocational education area in college scholastic ability test in Korea and Japan and suggest implications of items development of college scholastic ability test in Korea. Based on the results of study, the following recommendations were made for new direction of items development of college scholastic ability test in Korea. First, Information-related foundation on industry department of National Center for University Entrance Examinations in Japan consisted of basic informations of agricultural, industry, commercial department etc. of vocational education area. Similarly it is necessary to introduce 'computer-related foundation' consist of common contents of several departments of college scholastic ability test in Korea. Second, it is necessary to diverse sub-item situations different from main item situations and introduce diverse situations of set type items of college scholastic ability test in Korea. Third, test for National Center for University Entrance Examinations in Japan consisted of several types items like this selecting answers on multi-answer group. it is necessary to introduce short answer type, completion type and supply type of college scholastic ability test in Korea.

• Journal of Educational Research in Mathematics
• /
• v.8 no.2
• /
• pp.565-586
• /
• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.