• Title/Summary/Keyword: Japanese curriculum

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Difference of Human Error between Japanese and Indonesian Workers at Pipeline Construction

  • Yamada, Takahisa
    • International Journal of Safety
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    • v.9 no.1
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    • pp.30-34
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    • 2010
  • A big difference is seen in the perception of self-responsibility concerning safety, as a result of my survey on the safety measures taken in the pipeline construction at workers level between Japan and Indonesia. Specifically, when an accident occurs, a worker in Indonesia will think that the responsibility depends on the person who causes it. However a worker in Japan will think that safety is can only be protected by law and regulations. There is also another difference in the understanding of construction period. It is alright in Indonesia to take 5 times longer period than it takes in Japan if the cost is less. The idea of punctual delivery is very strong in Japan. Through this survey, points which construction industry in Japan could learn from Indonesia came to surface. In addition, over the recent years, several nasty accidents at Japanese sites were caused due to human error to disregard the law. Japanese should arouse the awareness of self-responsibility in this regard. Risk management should be upon self-recognition of each individual worker in both countries. What is important is the "work attitude education", "to grow sense of self-responsibility by thinking on one's own for one's self" in the education curriculum of man to man learning as in technical educational program.

How Are the Novice Getting to Be the Expert? : A Preliminary Case Study on Japanese Science Teachers

  • Ogawa, Masakata
    • Journal of The Korean Association For Science Education
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    • v.22 no.5
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    • pp.1082-1102
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    • 2002
  • Most of comparative studies in science teacher education so far have been conducted in terms of teacher education policy, pre- and in-service training system and curriculum, and certificate system. While such superficial information can be readily obtainable, it does not necessarily enable us to make access to reality of science teachers' professional development in respective countries, because practice in professional development among science teachers is deeply embedded into respective socio-cultural environment or climate. In order to get information on reality in science teachers' professional development, alternative approaches of research should be developed. This paper aims at pursuing an alternative way to approach reality of Japanese science teachers' professional development. An email survey of free description method with 29 in-service science teachers with a variety of years of experience in Ibaraki Prefecture, Japan, revealed that Japanese science teachers have developed their expertise through very close daily-based communication with their peer science teachers. At least, within their consciousness, neither formal in-service training programs, nor pre-service training programs have had much stronger effects on their professional development than such non-formal, daily-based, deep, apprenticeship-typed or in some sense, family-typed communication. The results suggest that in order to conduct meaningful comparative studies, we should take much more attention to how to make access to reality of science teachers' professional development.

The Impact of the Bunko Movement on School Library in Japan (일본의 학교도서관 발전에 미치는 문고운동의 영향)

  • Kwon Eun-Kyung
    • Journal of the Korean Society for Library and Information Science
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    • v.39 no.1
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    • pp.105-126
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    • 2005
  • This paper investigates the Bunko, the center of Japanese children's reading movement, and its impact on the development of Japanese school library. Paper is consisted by two parts , one subject is the programs and the law made by government which is related to either the school library or children's reading, the other is Bunko movements initiated by citizen mostly mothers who wish to improve their children's reading environment. The Bunko movements started in 1960's and motivate the establishment of public libraries in 1970's, and it has triggered activating the school library after early 1990's. By analyzing the relationships of the two subjects it can be concluded that they are tightly connected each other by emphasizing the function of school library not as a teaching-learning center but as a reading facility. It makes difficult for the Japanese school library to establish the most important function of supporting curriculum.

Comparison between Korean and Japanese Nursing Students in Their Disaster Preparedness (한국과 일본 간호대학생의 재난대비에 대한 비교)

  • Han, Suk Jung;Cho, Chung Min;Lee, Young Ran;Nagasaka, Kaori;Izummune, Mie;Lee, Sang Bok;Chun, Ji Young
    • Research in Community and Public Health Nursing
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    • v.29 no.4
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    • pp.499-509
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    • 2018
  • Purpose: The purpose of this study is to identify differences in disaster awareness, disaster preparedness, and nursing knowledge and practices between Korean and Japanese nursing students. Methods: The study subjects were 4th grade nursing students who completed their nursing education in Korea or in Japan. 359 students from Korea and 135 students from Japan participated in this study. Data were analyzed using IBM SPSS 21.0. The $x^2$ test and the t-test were used to analyze the homogeneity of subjects' general characteristics and disaster-related characteristics. The comparison between the Korean and Japanese nursing students in disaster awareness, disaster preparedness, and nursing knowledge and practices were conducted using ANCOVA. Results: The Korean nursing students' disaster awareness, disaster preparedness, and nursing knowledge and practice were different from their Japanese counterparts'. The Korean nursing students recognized that the system of disaster management in Korea was insufficient and the negligence of management was one of the causes of the disaster. They wanted to participate in activities for disaster preparedness education and management. Conclusion: A disaster nursing curriculum dealing with disaster awareness, disaster preparedness, and nursing knowledge and practices, should be developed, implemented,and evaluated particularly for Korean nursing students.

A Comparative Study on Korean and Japanese Mathematics Items of College Entrance Exam (한국과 일본 대학입학시험의 수학 문항에 대한 비교 분석)

  • Sub, Bo-Euk;Nam, Jin-Young
    • The Mathematical Education
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    • v.49 no.4
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    • pp.395-410
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    • 2010
  • Current mathematics of CSAT(College Scholastic Ability Test) faces time to prepare examination questions according to the new curriculum making this year the last. MEST(Minister of Education, Science and Technology) already decided the range of examination in 2008. However, the discuss about how to construct the questions and what form of questions should be set was not conducted enough. Mathematics items of CSAT will have to undergo changes both in 2012 and 2014. Also, reconstruction of the examination questions for the past 16 years and the exploration of the new direction are strongly required. To accord with these requirements, this study analyze Japan's college entrance exam, NCTUA(National Center Test for University Admissions) which is the most similar to our exams. And then on the basis of this, the applicable implication to set mathematics questions in 2012 and 2014 CSAT will be deducted.

A Study on Spatial Layout Corresponding to Free Learning Semester Curriculum of Middle School (중학교 자유학기제 교육과정 운영에 대응하는 공간배치 대안 연구)

  • Kang, Hye-Jin;Jung, Jin-Ju
    • Journal of the Korean Institute of Educational Facilities
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    • v.21 no.4
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    • pp.11-20
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    • 2014
  • A total of 2,325 schools including all of the middle and high school have operated variation type since government announced the "Variation Type classroom System Promotion Plan" in May 2009. New education policy, free learning semester of middle school, was introduced after current government took office, followed by extended application of educational policy. Korean students have a low level of happiness and interest in the school due to admissions intensive competition and the investment memorize education and cramming education. Therefore, in consideration of youth development stage, free learning semester system introduction commitment was announced in November 2012, and free learning semester was operated by way of showing an example in 2013, and then expansion implementation plan of 2015 was established, because free learning semester introduction in middle school stage is increasing. This study considers concept and operation method to free learning semester of middle school which are newly introduced, based on the policy documents of Ministry of Education. Also, through the example of Japanese schools, this analyses creativity, personality, social skills, and healthy corresponding to a free learning semester curriculum of middle school, and present method to apply for Korea.

A Comparative Study of Mathematics Curriculum and National Assessment Between Japan and Korea (일본과 우리나라의 수학과 교육과정과 국가수준 학업성취도 평가 비교)

  • Rim, Haemee;Kim, Bumi
    • School Mathematics
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    • v.16 no.2
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    • pp.259-283
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    • 2014
  • This research investigated the Revised mathematics curriculum and the National Achievement Test of Japan that advanced by leaps and bounds in PISA 2012. As compared with Korea, Japan shows similar trends in the affective domain and the cognitive domain of international achievement test. To put it concretely, this research compared and analyzed the mathematics contents domain of the 2009 revised mathematics curriculum of Korea and the 2008 revised mathematics curriculum of Japan being applied. The analysis was conducted in many aspects including overall of Japanese mathematics education system, the contents to be covered in each grade, and the methods of essential learning themes. We compared the mathematics contents dealt with each country based on the framework of analysis such as

    . Also, this research compared and analyzed overview of evaluation system, assessment frame, item characteristic, type of item of NAEA, NAT, and PISA. The results show the introduction time, the degree of deepening themes handled in each country, common themes and topics were very similar between Korea and Japan. But content area of Japan and Korea have been highlighted in the curriculum of middle school and elementary school in each are different. We know that Test B of NAT also emphasized the use of mathematical knowledge. Form the results, we obtained the basic data for the improvement of the next our curriculum. In addition, this results suggests the implications for the improvement of school mathematics curriculum of Korea.

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  • Comparative Analysis on the Priority of Educational Needs in Curriculum of Departments related to Airline Service (항공관련학과 교과과정에 대한 교육요구도 비교분석)

    • Park, Hye-Young
      • The Journal of the Korea Contents Association
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      • v.11 no.11
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      • pp.521-535
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      • 2011
    • The purpose of this study is to analyze the priority of curriculums on students preparing to become flight attendants using paired t-test, Borich method, and Herschknowiz's criticality function. As a result of this study, it was discovered that what flight attendants and students needed to study the most were foreign language subjects as English, Chinese, and Japanese. Therefore, a department of universities related to airline service should develop new curriculum to adapt to the trend of globalization. Also, flight attendants need curriculum including subjects related to tourism as an introduction to airline service. This means that the role of flight attendants needs to be expanded and specialized. In conclusion, a department related airline service should try to elevate its quality of education and design curriculum which will help flight attendants become specialists in their field.

    A Study on Home Economist Education with Refrence to the Business Activities in Korea (가정학교육과 취업방안연구)

    • 한상순
      • Journal of the Korean Home Economics Association
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      • v.27 no.2
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      • pp.163-185
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      • 1989
    • Korean home economics education has around 100 years history. The main aims of home economics education up 1950 had not been changed, they were mainly for the improvement of household-skill to raise both standard of living and life quality as well as womanhood. After 1960's the standard of living drastically improved and the industrialization of Korean society was quite rapidly proceeded from simple to complex one. Because of these changes, I considered that the aims and the contents of home economics education should be reexamined and reshaped. This study motivated me that especially home economics major should be trained to be competent enough to work in industrialized society as much as the input to her college education. As industialization was made progress, family member's diverse role differentiation also occurred from past simple role such as house wife or girl's high school teacher among by home economics major. In this current societal change, most of the home economics major have wish to have opportunities obtaining new kinds of employment rather than obtaining merely teaching work. With this in mind I made a study on college level home economics education of the new adjustment to current and future industrialized Korean society. (1) The full number of officially admissible home economics major in 169 Korean colleges, 70 junior colleges, and one open university were as follows, 7139, 6080, and 230 respectively. The percentages of employed of employed numbers of them for the college and junior college graduates were 26.5 and 39.0 respectively. (2) The certificate qualifications issued to college home economics major are nutritionist (1st grade and 2nd grade), clothes and textilist, home economics teacher (2nd grade for high school) and kindergartener (2nd grade), The qualifications are certified after majoring each field from major departments of college of home economics by Ministrys of Labour and Education of the Korean government. The percentages of their employment are low as mentioned earlier. (3) To find out new employment opportunity for home economics graduates in home economist in business (henceforce/HEIB) status quo of consumer division for mational enterprise was surveyed. According to govermment decree of general law of consumer protection (1980), enterprise should organize bureau (offics, subdivision) on liability to consumer's complaint. Of 89.6% of the enterprise established th subdivision in which 96.2% of employee was male (3.8% was female). Of the employee college graduate and high school graduate were 93.2% and 6.8% respectively. On the employee's major acadmic backgroud (%), economics and business administration, engineering and low-political science were 39.5, 26.2 and 11.2 respectively. (4) To study on the relation between home economics and home economist in business, the aspect of historical development of HEIB, group of HEIB employing enterprise and their nature of business were tried to find out as well as perception and evaluation by enterprise on HEIB. (a) In the united States of America employed home economics major to enterprise was organized autonomously HEIB subdivision within American Home Economics Association since 1920's and the membership of HEIB was 3,000 of the AHEA membership 50,000. (b) In Japan the Japanese founder HEIB had three times the bilateral congress with the U.S.HEIB and had 10th anniversary celebration in 1988. Japanese HEIB member are not necessary to be home economics graduates but should have certificate as consumer adviser effected by the Minister of Trade and Industry. Japanese subdivision of consumer affaire within Japanese enterprise employ the consumer adviser with the certificate. Because of this different system from the United Sates, Japanese HEIB call their title "HEEB" instead of HEIB. The Japanese consumer adviser certificate system had initiated since 1980 and it belongs to 2nd level national qualification certificate. Currently active membership of Japanese "HEEB" association had increased from 115 (in 1979) to 319 in 1988. (5) For the opening of the future new employment of home economics graduates to enterprise and qualification required for the HEIB by national enterprise in Korea, I studied on the courses which seem to be important and required by employee in the field of HEEB in the United States of America and preliminary curriculum for home economics related major student aimning to be the future "HEEB" by Japanese HEEB study group of Japanese Association of Home Economics. It is suggested that it is very important and urgent to realize as home economics educator to have common deep concern and endeavors on opening new employment for our home economics major student1), we should try to publicize strongly and let enterprise and consumer protection board realize that employee in the subdivision of consumer protection should be the one who well experienced home economics major graduates2), we, home economics educator, should try to develop actively new curriculum in line of the suggestion made earlier for our future home economics major student of open broadly their future employment opportunities3), we, home economics educators, should try to have consensus on whether we should have support from government in terms of receiving national qualification certificate on consumer pretection or not4), and I would appreciate if the Korean Home Economics Association and Korean Home Management Society paydeep and positive concern on this matter.

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    A Lecture Book on Traditional Korean Medicine in the Period of Japanese Occupation, 『Eihak Gangseupseo(醫學講習書)』 - focused on its preface, epilogue and reference books (일제강점기의 한의학 교재 중 하나인 『한방의학강습서(漢方醫學講習書)』 - 서문과 발문(跋文)의 번역과 인용서적의 분석을 중심으로)

    • Jo, Hak-jun
      • The Journal of Korean Medical History
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      • v.23 no.1
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      • pp.77-104
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      • 2010
    • In July 2008, I obtained a copy of "Hanbang Eihak Gangseupseo" through Uibangseowon. It was recorded that the book was compiled by Seong Ju-bong and reviewed by Ji Seok-young. According to previous studies, this book was the lecture book that was used in teaching Traditional Korean Medicine in Daejeon, Chungcheongnam-do. This book gave insight to the system and curriculum of the school for Traditional Korean Medicine in Daejeon, Chungcheongnam-do. It also exhibited the academic characteristics of Traditional Korean Medicine in the Period of Japanese Occupation and the medical viewpoint of Seong Ju-bong. The summary is as follows: First, an independent School for Traditional Korean Medicine was run in Daejeon, Chungcheongnam-do, with reasonable curriculums and systematic textbooks. Second, the medical viewpoint and treatment methods of Huang Yuan-Yu of Qing Dynasty was actively introduced. Then it was reorganized for the society and stimulated the progress of Traditional Korean Medicine. Third, while absorbing Chinese Medicine, it still inherited our heritage of Traditional Korean Medicine Especially, Seong Ju-bong's original opinions and clinical experiences are shown in surgery, gynecology and pediatrics. Fourth, in a break from the past, when Chinese culture could not be introduced due to diplomatic problems between Joseon and Qing, efforts were made to overcome limitations of lagging behind by adopting and educating Warm Disease study. Fifth, while working side by side with Ji Seok-young who introduced the modern Western Medicine through vaccination, it still searched for a traditional Korean medical treatment for chickenpox. I hope that the report of my findings through reading "Eihak Gangseupseo" could make up for the fact that the medical history during the colonial period is scarce.


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