• Title/Summary/Keyword: Major Curriculum

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Desirable Major Education through a Survey on the Needs of Education Subjects

  • CHUN, Bong-Jae;PARK, Hyeon-Young;LEE, Se-Rin;LIM, Hyeon-Jin;KWON, Young-Eun;KWON, Lee-Seung
    • Journal of Wellbeing Management and Applied Psychology
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    • v.4 no.3
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    • pp.10-22
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    • 2021
  • Purpose: This study aims to be used as a reference for setting the direction of university major education & policy. Research design, data and methodology: The satisfaction survey were nine major curriculum surveys for each college, targeting students enrolled in a university. One university consisted of 9 colleges and 49 departments or majors. The survey period is approximately one month. Results: The highest item in the major curriculum reflects the educational goal of the department, with a score of 3.95. Conversely, the lowest item is 3.65 points, indicating that the major curriculum offers a wide range of subjects to choose from. As the questions are higher than the average score (3.83 points), the major curriculum is helping me grow my competency through academic achievement (3.90 points), the major curriculum is helping me set my career and finding a job (3.88 points), The major curriculum suggests specific performance standards for judging the achievement of a set target competency (3.88 points), and the major curriculum reflects social demands and changes (3.85 points). Conclusions: Students want that their major education faithfully reflects the educational goals of their major and that major education helps their ability to grow for academic achievement.

The Analysis on Scope and Sequence of Physical Education Major Curriculum In Korea Universities (체육교육학과 전공교육과정의 스코프 및 시퀀스 분석)

  • LEE, Eun-Hwa;KIM, In-Hyung
    • Journal of Fisheries and Marine Sciences Education
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    • v.21 no.3
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    • pp.436-450
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    • 2009
  • The purpose of this study is to analyze scope and sequence of undergraduate curricula in the department of physical education. For this purpose, this paper has used the types of undergraduate subjects, which are based on analysis tools on the scope and the sequence of the Department of Education major curriculum by Kim and Lee(2005). The major results of this study were as follows. First, the proportion of major content knowledge is far more pedagogical content knowledge. Second, the scope of Physical Education major curriculum is too much stressed on 'the subjects of major content' and on 'the subjects of specific area' than 'the subjects of major skills' and 'comprehensive problem solving'. Third, the Physical Education major curriculum has shown the specific sequence; introduction/foundation courses and theory courses, application courses orderly. Whileas, application course and synthesis course are slim to none.

A Case Study for the Development of a Competency-Based Fashion Design Curriculum in Gwangju Metropolitan City and Jeollanam-do (역량기반 교육과정 개발 사례연구: 광주·전남 패션디자인 전공을 중심으로)

  • Jie Yurn Kim;Hyun Jeong Oh
    • Human Ecology Research
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    • v.61 no.4
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    • pp.585-598
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    • 2023
  • This case study is centered on the developing process for the curriculum of fashion design major that is focused on the concept of competency, which is becoming increasingly more important in universities. The purpose of this study is to develop a competency-oriented curriculum for fashion design majors based on recent social changes that accentuate the importance of competency in such programs. In order to establish a competency-oriented curriculum of the Department of Fashion Design, the researchers examined environmental trends within the fashion industry, the curriculum and major competencies of other universities were examined. As a result, the key ability types of the Department of Fashion Design at A University, a local private university, were determined to be: communication and consideration, creativity and convergence, digital fashion, and practical adaptability. Four major abilities were selected to develop competencies suitable for the aforementioned ability types. These abilities are design planning and development, creative and convergent thinking, integrated information search and utilization, and field expertise application. From there, the curriculum was organized with these four major abilities in mind, and curriculum completion plans were developed for each grade and semester according to the stage and level of contents for each subject. To ensure the validity of the curriculum, it is necessary to develop a back-flow system that demonstrates whether the targer competency has been acquired through a competence-based curriculum.

The Analysis on Scope of Major Curriculum in Department of Education (교육학과 전공교육과정의 조직요소 분석 - 교육과정 교과를 중심으로 -)

  • Song, Sook-Kyung;Kim, Hyun-Jeong;Lee, Eun-Hwa
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.4
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    • pp.477-489
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    • 2010
  • This study tends to analyze the organizational factors of major curriculum of education department. For this, the education department's major curriculum of ten universities is analyzed in three levels. Subjects are analyzed for the high level, lesson plans for the middle level, and sub-topics for the low level. This study utilized the learning classified table of the Natioanl Research Foundation of Korea and the In-sil Chang's curriculum scope classified table. The results from the study are following. First, some subjects such as educational philosophy, educational psychology, life-long education take largest portions in the major curriculum of education department. Second. the history, the evaluation, and the definition and the scope of the education curriculum take greatest parts in the subject of education curriculum. It is expected that the findings of the study may provide the opportunities to introspect on the discussion and the organization of the educational directions and goals of education department.

A Research on the Development of Customized Curriculum (RAS) for Each Major for AI Education (AI 교육을 위한 전공별 맞춤형(RAS) 교육과정 개발연구)

  • Baik, Ran
    • Journal of Engineering Education Research
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    • v.25 no.5
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    • pp.44-54
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    • 2022
  • The purpose of this study is to effectively implement the artificial intelligence education required in the digital transformation era. As we enter the era of the 4th industrial revolution, the demand for a great digital transformation in industry is essential, and the nurturing of manpower is presented as an indispensable relationship in the industrial field based on it. The integration of various new technologies that have emerged from the era of the 4th industrial revolution has the greatest purpose in realizing artificial intelligence technology. As the importance of digital competency in the top curriculum reorganization has been highlighted, artificial intelligence education is necessary even in the curriculum reorganization in 2022, and there is a demand in the educational field that it should be converted into a mandatory education in middle and high schools. Artificial intelligence education according to the demands of the times is to develop an artificial intelligence curriculum in universities by reestablishing systematic artificial intelligence education in universities, setting educational goals, and presenting the goals of artificial intelligence education by major. The main direction of this study is to present the relationship between artificial intelligence and each major in university education, develop a curriculum based on artificial intelligence for each major, and link artificial intelligence software for AI education customized for each major. We would like to present a process that can measure the learning outcomes of AI education.

A Study on the Development of Standard Curriculum for Physical Therapy in Korea (한국 물리치료 과정의 표준교과 개발에 대한 연구)

  • Kim, Kyung;Cho, Yong-Ho;Cho, Jung-Sun;Yu, Jae-Eung;Park, Rae-Joon;Kwon, Young-Hyun;Park, Eun-Se
    • The Journal of Korean Physical Therapy
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    • v.18 no.6
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    • pp.23-32
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    • 2006
  • Purpose: The purpose of this study is to suggest new strategies available for the physical therapy curriculum development. Method: The curriculum of 4 Universities in 4 countries; America, Australia, Canada and Korea was compared to suggest new curriculum. Results: Overall, curriculum in Korea emphasized skill and technique areas and didn't showed many subjects to take foundation of subject for understanding principles. The experience in clinic is not enough to satisfy international recommendation. Conclusion: We suggest that a new curriculum should be based on the three part which are foundation, essential and selection subject, and extended clinical experience to essentially need to be physical therapy in the world-standard.

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Curriculum Orientations of Home Economics Teachers and Related Variables (가정과 교사들의 가정과 교육과정 관점에 대한 선호도와 관련 변수)

  • 류상희
    • Journal of Korean Home Economics Education Association
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    • v.11 no.2
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    • pp.1-11
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    • 1999
  • The purpose in this study is to identify beliefs about curriculum orientation of Korean secondary school home economics teachers for the development of home economics curriculum and the change of their curriculum orientation. The curriculum orientations explored were academic rationalism, technical, cognitive process, personal relevance, and social reconstruction. A mail questionnaire, Individual Curriculum Orientation Profile (ICOP), was used to survey randomly selected 525 home economics teachers. Home economics teachers agreed with the cognitive process as their predominant curriculum orientation. The second predominant type with which home economics teachers agreed most was personal relevance orientation. Home economics teachers’age, major, college type, and teaching years were significantly related to the academic rationalism curriculum orientation, and the college type for bachelor’s degree was significantly related to the technical curriculum orientation. Age and major in master’s degree were significantly related to the social reconstruction curriculum orientation.

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Advanced Software Education Curriculum for Non-IT Major University Students (IT 비전공자를 위한 심화 소프트웨어 교육과정 연구)

  • Kim, Moonseong;Park, Hyunchul;Lee, Woochan
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.15 no.3
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    • pp.139-147
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    • 2019
  • Software education is inevitable for the success of the Fourth Industrial Revolution, and university education also requires innovation to cope with revolutionary change of the society. The number of students seeking employment in the IT field is steadily increasing regardless of the major of the student. However, the existing software-related courses offered by universities or private educational institutions are limited. This paper analyzes the existing software curriculum of several major universities for non-IT major students. In addition, in-depth surveys by students at Seoul Theological University is conducted to figure out the demand for the advanced level computer science subjects. Finally, new software education curriculum is proposed to fulfill the needs of non-IT major students and to improve the employment rate of non-IT major students seeking tech companies. The new curriculum will help to cultivate intermediate level IT experts that bridge the gap between advanced level IT experts and primitive level computer technicians.

The Study on Evaluation Indicators and Validity of Major Courses - Focusing on the Case of the H University (전공교육과정 점검 지표 개발 및 타당화 - H대학교 사례를 중심으로)

  • Choi, Yoon Hee;Yun, Rin
    • Journal of Engineering Education Research
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    • v.24 no.3
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    • pp.32-41
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    • 2021
  • The purpose of this study is to develop indicators to establishing the education system, focusing the curriculum in each department of H University for quality management of the curriculum. The indicator was developed based on previous studies and cases studies of other universities, and the validation of them was confirmed by the Delphi survey method. The Delphi surveys were conducted by two times, and 16 and 15 people participated for the first and second survey, respectively. We derived the following major results through developing the indicator. First, in order to conduct an education inspection of major courses, , , , , and are required. Second, the checking factors should be evaluated based on the contents in each stage, and can be regarded as a core activity in the curriculum. Accordingly, the checking factors becomes the basis for the establishment of the indicator to establishing the education system, and the indicator can be an expression method that represents the basis data for determining the factors to be evaluated.

The Analysis of the Educational Conditions of Interior Design in Korea - Focused on the Curriculum of 4 year Universities (한국 실내디자인 분야의 교육현황 분석 - 4년제 대학교의 교과과정을 중심으로 -)

  • 신경주
    • Korean Institute of Interior Design Journal
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    • no.38
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    • pp.3-13
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    • 2003
  • Now that 15 years have passed since its introduction to 4 year college in Korea and we have 51 majors in the field of Intoner design established at 47 universities as of 2003, we are in the position to seek the improvement of its educational qualify. With a view to provide data for the setup of proper educational purpose, it has classified their divisions(departments) according to their major names and belonged colleges of the universities and considered their geographical distributions, groupings of curriculum, their framing and features of a standard curriculum. 1)Divisions of the universities where the major of interior design belongs are divided into three categories of design division (design 8t arts, arts), home economics division (home economics, natural science) and architectural division. For the development of the major, universities to which circumstances permit are recommended to establish an independent college of interior design following the . cases in the US. 2) Geographical preponderance of interior design major on Seoul and Gyeongsang Province is desired to be improved. 3) Curriculum of interior design, which is classified into introduction, history of interior design, theory of interior design, design of interior space, digital technology, design elements of inner space, technology of interior design, behavior of environmental psychology, design management and other subjects, was made into a table by divisions. To sum up, curriculum of interior design concentrates on basic design theory throughout all divisions. In connection with the selection of division by high school-graduates or their parents, design division is recommended for those who desire to major in design elements and design management, home economics division for those who desire to major in space design and behavior of environmental psychology and architectural division for those who desire to major in Interior space design, interior design technology and regulations. 4) This research can contribute to the settlement of desirable curriculum for the interior design education, thus upgrading the education level of the major in Korea.