• Title/Summary/Keyword: Korean Writing Textbooks

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Analysis of Science Writing Tasks in Korean and American Science Textbooks (한국과 미국의 초등과학 교과서 과학 글쓰기 과제 분석)

  • Koo, Sul Ki;Park, Il-Woo
    • Journal of Korean Elementary Science Education
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    • v.31 no.4
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    • pp.463-480
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    • 2012
  • This study is intended to investigate the frequency of scientific writing tasks in Korean and American science textbooks, to compare the differences in types of posing the writing tasks according to the level of the children's scientific cognition, and to analyze the differences in the organization and development of writing ones of each chapter and thus to propose an effective way of presenting scientific writing in science textbooks. Korean 'Science' and 'Experiment Observation Workbook'and Macmillan Mcgraw-Hill(MMH) Science for fourth graders were analyzed for the purpose. The results are as follows: First, Korean textbooks contain more science writing tasks per pages, and less per chapters than MMH one. Both text books provide balanced amount of science writing tasks, yet MMH especially does systematic exercises for each chapter. Second, the qualitative analysis of the textbooks' scientific writing shows that both textbooks contain a significant amount of "understanding" and "explanatory" writing, which reflects that the purpose of writing in science textbooks is leaning towards acquiring and verifying scientific concepts. In American textbooks, however, writings utilizing extensive cognition process and materials are also present. It is necessary for textbooks to present diverse and expressive writing assignments including personal opinions. Third, there are differences in organization and development of science writing tasks. Science writing tasks in Korean textbooks are present independently with lesson objectives of the chapters and practices, while those in MMH are systematically developed. Based on these results, it is necessary to systemize the textbooks' way of presenting writing tasks for effective teaching and learning. By organizing the writing materials and thus developing diverse materials, and by implementing extensive cognitive process in the writing activities, textbooks will be able to contribute in attracting the students' interests and in improving their scientific knowledge.

Analysis of Integrated Korean Textbooks Based on the Components of Writing Tasks for Performance (수행을 위한 쓰기 과제의 구성요소를 기반으로 한 통합형 한국어교재 분석)

  • Park, Eunha
    • The Journal of the Korea Contents Association
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    • v.19 no.4
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    • pp.197-206
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    • 2019
  • This study aims to analyze through the integrated textbooks whether writing tasks are designed to be successful in cultivating students' writing abilities in the general-purpose Korean language education. First, we established the concept and the components of the writing task based on the definitions mentioned in previous research. The analysis of the types of writing tasks revealed "free writing" and "imitation and writing" to be the most frequent types of writing tasks in both textbooks. The textbooks have only twenty-one subjects in common. And most instructions provide only themes and genres, excluding the purpose, form, quantity, and time necessary for the article or for comprehending the instructions. In these tasks, the reading passages are most often explanatory text. The scoring criteria and time were not provided for the evaluation criteria and other factors. Therefore it became necessary to express the components of the writing task as explicitly and concretely as possible to improve learners' performances.

Analysis of Korean Writing Textbooks Based on the Rationale and Knowledges for Writing (쓰기이론과 쓰기지식에 기초한 한국어 쓰기교재 분석)

  • Lee, Ran
    • The Journal of the Korea Contents Association
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    • v.21 no.5
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    • pp.324-337
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    • 2021
  • This study examined the position and the characteristics of Korean writing textbooks in the rationales for writing education. Also, it explored the activities of writing knowledge formation based on the rationales in order to further propose some suggestions for the development of writing textbooks afterward. For this, it chose four Korean writing textbooks and presented the analyzed results through the processes consisting of material gathering, open coding, deep coding, expression and presentation as ones for the text qualitative analysis. First, it researched how the rationales such as formalism, cognitivism, and social constructivism were applied to and manifested in those textbooks. Furthermore, it examined how the language activities in the textbooks were shown from the four dimensions such as the knowledge of language structure, the process knowledge, the context knowledge, and the content knowledge; in particular, it focused on the content knowledge. It found out the results as follows. The rationales in structuring the chapters were not consistent with inner structures and contents. All the four writing knowledges were applied to each textbook; however, the emphasis and the proportion were different in each textbook. Also, it pointed out the textbook which contains diverse activities to be able to help the learners form the content knowledge and this sort of textbook is more effective from the perspective of social constructivism. Based on those results, it discussed several points which can be considered in the development and the selection of Korean writing textbooks later.

Writing Textbooks for Elementary School Mathematics in Accordance with the Seventh Curriculum (제7차 교육과정에 따른 초등학교 수학 교과용 도서 편찬)

  • 배종수
    • Education of Primary School Mathematics
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    • v.2 no.2
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    • pp.85-102
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    • 1998
  • Since textbooks for elementary school mathematics in accordance with the seventh curriculum are 'Class I' textbooks, which are used as one and only one textbooks throughout the country, the following aspects have been considered: In the legal aspect, the contents including the curriculum for mathematics asked of the Writing Committee by the Ministry of Education were reflected; in the aspect of theory of mathematics education, the textbooks are written in a way appropriate to theory of mathematics education; and in the aspect of application of reality, the textbooks are written to help improving mathematics education in classrooms. Therefore, the main frame of writing the textbooks is to make students feel proud enough to say "I have done mathematics", through helping students rationally solve problems surrounding them by themselves with their experiences and activities. In the above viewpoint the following sentence is reflected upon: "Hundred explanations are not equal to one manipulation activity."

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An analysis of the writing tasks in high school English textbooks: Focusing on genre, rhetorical structure, task types, and authenticity (고등학교 1학년 영어교과서 쓰기활동 과업 분석: 장르, 텍스트 전개구조, 활동 유형, 진정성을 중심으로)

  • Choi, Sunhee;Yu, Ho-Jung
    • English Language & Literature Teaching
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    • v.16 no.4
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    • pp.267-290
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    • 2010
  • The purpose of this study is to analyze the writing tasks included in the newly developed high school English textbooks in the aspects of genre, rhetorical structure, task type, and authenticity in order to find out whether these tasks could contribute to improving Korean EFL students' writing skills. A total of nine textbooks were selected for the study and every writing task in each textbook was analyzed. The results show that various types of genres were incorporated in the tasks, but very few opportunities were provided for students to acquire characteristics of specific genres. In terms of rhetorical structure of text, narration, illustration, and transaction were required most, whereas not a single writing task asked students to use classification or cause and effect. Many of the writing tasks analyzed offered linguistic and/or content support through the use of models, which displays traces of the product-based approach to teaching writing. Lastly, most of the tasks lacked authenticity represented by explicit discussion of purpose and audience. Implications for L2 writing task development and writing instruction in the Korean EFL context are discussed.

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A Comparison of Structural Organization of English Textbooks between Pre and Post North Korean 2013 Curriculum Revision (북한의 2013교육과정 개정 전·후 영어 교과서 구성 체제 비교)

  • Yoo, Hee-yeon;Kim, Jeong-ryeol
    • The Journal of the Korea Contents Association
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    • v.18 no.7
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    • pp.412-422
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    • 2018
  • The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.

Analysis on the Uses of the External Representations in the $3{\sim}6th$ Grade Science Textbooks Developed Under the 7th National Curriculum (제7차 초등학교 $3{\sim}6$학년 과학 교과서에 제시된 외적 표상들의 활용 실태 분석)

  • Kang, Hun-Sik;Yoon, Ji-Hyun;Lee, Dae-Hyung
    • Journal of Korean Elementary Science Education
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    • v.27 no.2
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    • pp.158-169
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    • 2008
  • The purpose of this study was to analyze the uses of the external representations in the $3{\sim}6th$ grade science textbooks developed under the 7th National Curriculum on the basis of the theories and the research results on learning with the multiple representations. The results showed that the frequencies of the macroscopic external representations were higher than those of the symbolic external representations. The external representations with drawing and/or writing, especially writing, were used more frequently than those without drawing and/or writing. However, the most of the external representations were rarely used according to the principles and/or the theories (e.g., personalization principle, dual coding theory, cognitive load theory, and social constructivism theory) for effective uses of the multiple external representations in the science textbooks. The present study provides the guideline to establish the effective uses of the external representations in the science textbooks that not only meet learners but also teachers.

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An Analysis of Literacy Textbooks for Adult Learners Developed by Adult Literary Education Institutes (성인 문해교육 기관의 자체 개발 교과서의 내용 제시 방식 분석 연구)

  • Gim, Chae-Chun;Byeon, Hyo-jong;Park, Eun-young
    • Journal of Fisheries and Marine Sciences Education
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    • v.19 no.3
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    • pp.457-466
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    • 2007
  • This study is to analyze literacy textbooks for adult learners developed by adult literacy education institutes. In the study, six different kinds of literacy textbooks are collected and analyzed on the basis of five evaluation criteria.: unit organization, presentation way of Hangeul, type of content, level of content, and degree of subject integration. The results of literacy textbook analysis are as follows. First, literacy textbooks carry different forms of unit organization in different textbooks. Most textbooks are composed of lessons, without a hierarchical organization of lessons, whereas some textbooks carry a hierarchical structure of 'unit + lessons'. Second, Hangeul is mostly presented in the form of reading and writing and literacy textbooks tend to present Hangeul as constructing letter through combining vowels and consonants rather than as whole language. Third, literacy textbooks contain life-adjustment situations which would help adult learners to lead everyday lives more efficiently. Fourth, literacy textbooks carry different levels of educational content, ranging from 'basic Hangeul' through 'expanded content' to high level of Hangeul writing. Fifth, literacy textbooks appear to integrate educational content from different subjects in order to provide more relevant content for adult learners.

The Analysis of Science Writing Tasks in Elementary Science Textbooks and Workbooks : Focused on the 2007, 2009 and 2015 Revised Curricula (초등학교 과학 교과용 도서에서 나타난 과학 글쓰기 과제 분석 : 2007, 2009, 2015 개정 교육과정을 중심으로)

  • Jeon, Je-Eung;Ko, Sang-Hun;Ko, A-Ra;Shin, Ae-Kyung
    • Journal of the Korean Society of Earth Science Education
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    • v.12 no.3
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    • pp.261-273
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    • 2019
  • The purpose of this study was to analyze the science writing tasks in elementary science textbooks and workbooks using the presented form and the writing components analysis framework. For this study, the science writing tasks in the 2007, 2009 and 2015 revised elementary science textbooks and workbooks were analyzed. The results of this study are as follows. As a result of analyzing the presented form of science writing tasks, the number of books for science writing tasks was reduced and the tasks were changed to unclear form as the curriculum was revised from the 2007 to 2015. And the science writing tasks in the 2009 revised 5th~6th grades group were presented as writing and drawing, and they appeared as the most desirable form. As a result of analyzing science writing tasks using the writing components analysis framework, there was a difference according to the curricula and the grades groups, but they tended to be focused on some sub-factors. However, the science writing tasks reflecting the most diverse sub-factors were presented in the 2007 revised 5th~6th grades group.

Pre-service elementary school teachers' metaphors on mathematics textbooks (예비초등교사의 수학교과서에 대한 은유 분석)

  • Kim, Jin Ho;Kim, Sang Mee
    • The Mathematical Education
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    • v.53 no.1
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    • pp.147-162
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    • 2014
  • The purpose of this study was to investigate the nature of pre-service elementary teachers' metaphors on mathematics textbooks. Their metaphors describe individual and collective patterns of thinking and action on mathematics teaching and learning. To analyze their metaphors, qualitative analysis method based on Lakoff and Johnson's theory of metaphor (1980) was adopted. Metaphors on mathematics textbooks were elicited from 161 pre-service elementary school teachers through writing prompts. The writing prompt responses revealed three types and thirteen categories: As Type I, there were (1) 'Principles', (2) 'Summary', (3) 'Manual', (4) 'Encyclopedia', (5) 'Code', (6) 'Guidelines', and (7) 'Example'. As TypeII, there were (9) 'Assistant', (10) 'Friend', (11) 'Scale', and (12) 'Ongoing'. As TypeIII, there was (13) 'Trap'. Among these categories, 'Guidelines', 'Assistant', and 'Ongoing' were the most frequently revealed. These results indicate that the relations of mathematics curriculum, textbooks, and classrooms are not a unilateral way but should communicate with each other.