• 대한수학교육학회지:학교수학
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• 제6권2호
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• pp.213-233
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• 2004

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level, especially focused on the subjects of schools and the teachers for the actual curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is be-ing implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of "(1)reorganization, (2)student-centeredness, and (3)diversification/specialization" of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation.

• Journal of Multimedia Information System
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• 제1권2호
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• pp.133-142
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• 2014

In the revised 2015 curriculum, it is emphasized that fostering of the students as the capable 'creativity-convergent' individuals can be achieved by offering them the opportunities to cultivate the basic knowledge in liberal arts, society and scientific technologies through schooling. While retaining the basic principle of 'fostering creative people', this fundamentally-reformed curriculum involves improvements in the elementary and middle school curriculums in response to the national and social demands in which active responses to the changes in the educational environments and amelioration of the problems posed in the field applications are required. Accordingly, a novel future-oriented curriculum is necessary for the classroom teaching, and to realize the goal, the 'Competence-oriented Social Multimedia Computer Network Curriculum' adopting the virtualization and the 'Bottom-up' methods has been proposed in this paper as a feasible and practical curriculum. Our curriculum will be compared with the recent Cisco high school curriculum and analyzed contemplating recent curriculums in US, UK, Japan and India. Two 1-year practice courses are examined to prove the validity of the proposed curriculum for a period of two years as a qualitative research project. The results of the comparative analysis will show that our proposed curriculum is superior to the Cisco high school curriculum in the aspects of economic feasibility and learning satisfaction.

• 국제교류와 융합교육
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• 제2권2호
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• pp.1-8
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• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• Human Ecology Research
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• 제58권2호
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• pp.187-200
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• 2020

This study analyzes the teacher certification examination from 2014 to 2019. The research methods are summarized as follows. First, the questionnaire on tests conducted from 2014 to 2019 was divided into 'Teacher Eligibility Criteria', 'Assessment Area', and 'Evaluation Content Elements' for detailed analysis. Second, the examination for the 2019 school year from the 2014 school year compared the 2009 curriculum with the yearly question items in order to examine the correlation between the secondary school curriculum and test items. Third, this study examined the home economics department reflected in the curriculum of the five national universities. The results of the study are summarized as follows. First, according to the results of the questionnaire survey conducted from 2014 to 2019, the field of Home Economics education showed the highest rate of 25% or more in all years. Second, in order to examine the correlation between secondary school curriculum and Home Economics test items, this study compared the results of the 2014 - 2019 school year examination with the 2009 curriculum. Third, as a result of analyzing the curriculum of the five universities of the National College of Education, the basic courses were properly established at all colleges of education. As a result, the correlation was high overall, even within subcategories, the rate of exams was high only incertain attendants and the frequency of exams was low at some attendants.

• 수산해양교육연구
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• 제15권2호
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• pp.154-165
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• 2003

Fisheries and shipping industry as national basic industry need continuous growth and basic human resource development for international competition. This study was carried out through investigating of the related literature and reports. The purpose of study for developing direction and subject matter of curriculum in the fisheries marine science high school was as follows. Recently, reforms of vocational high school will expand professionalization and specialization. Therefore systematic curriculum of basic knowledge, basic skill and technical is required more and more in field work of fishery and merchant marine. The other important factors of curriculum improvement were cooperative role between school and local industry, adaptation of basic ability, job analysis, various curriculum opening. Above all, teachers of fisheries and merchant marine high school require advanced consciousness and must participate in revising curriculum. And the textbook of fisheries and merchant marine high school is useful to improve the level of learning ability degree and must be written by the related teacher, and the textbook contents must be studied by the expert group under professors leading to advanced discipline and skill of field work.

• 한국가정과교육학회지
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• 제29권4호
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• pp.15-30
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• 2017

본 연구의 목적은 중 고등학교 기술 가정교과의 '인간발달과 가족'영역의 내용체계와 연계하여 부모교육을 실시하는 방안을 모색 해보는 것이다. 이를 위해 2015개정 기술 가정교과의 '인간발달과 가족'영역의 내용체계와 2016년 여성가족부에서 제시한 대학생을 위한 예비부모교육 표준강의안의 내용을 비교 분석하여 그 연계성과 위계성을 고찰해보았다. 연구결과 첫째, 2015개정 중학교 기술 가정교과 '인간발달과 가족'영역 내용체계는 대학교 예비부모교육 표준강의안 구성내용과 연계성을 갖는 것으로 나타났다. 둘째, 2015개정 고등학교 기술 가정교과 '인간발달과 가족'영역 내용체계는 대학교 예비부모교육 표준강의안 구성내용과 연계성을 갖는 것으로 나타났다. 셋째, 2015개정 중 고등학교 기술 가정교과 '인간발달과 가족'영역의 내용체계와 대학교 예비부모교육 표준강의안은 위계성을 갖는 것으로 나타났다. 연구결과를 토대로 부모교육을 중 고등학교 가정과 교육내용과 통합하여 실시하는 것이 효율적인 방안임을 논의하였다.

• 한국농촌건축학회논문집
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• 제17권1호
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• pp.27-34
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• 2015

Our school management is changing by soft and self-regulating method from single educational system. Especially, 7th educational curriculum demands change of educational system and operation that correspond spontaneously on various needs of students. Like this, changing educational policy and curriculum accompany change of social awareness, curriculum, and school space should be changed corresponding hereupon. Such our change can say that is appearing fairly similarly, when compare in Japanese educational policy, curriculum, side of change of school space. Because it is resulting from partial accepting of educational curriculum, system, school architecture and space of Japan. In such background, I investigates Japanese schools cases that advanced than us, which is been opened within the latest 6 years. Through this analysis, I find space and function that can apply to our school. And I will propose some basic data needed for educational and architectural planning side.

• 한국학교수학회논문집
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• 제2권1호
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• pp.5-13
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• 1999

The purpose of this paper was to discuss critical issues of 30% reduction and introduction of the contents for new Mathematics Curriculum at middle school in Japan in 2002. This paper consisted of three part: (1) The contents of the new mathematics curriculum in middle school in japan. (2) Discussion about critical issues of 30% reduction of the contents for new Mathematics Curriculum. (3) Proposal of the point of view about 2000 mathematics curriculum in Korea. The authors pointed out that the reduction of the mathematics curriculum in Korea should be considered of a true reduction more carefully.

• 비교교육연구
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• 제21권2호
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• pp.51-73
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• 2011

호주는 오랫동안 주별 교육과정 체제를 유지해 왔으나, 최근 들어 국가교육과정 개발 체제를 구축하고 2011년 9월부터 새롭게 개발된 국가교육과정을 적용할 예정으로 있다. 호주가 왜 그토록 오랫동안 유지해 온 전통을 깨고 국가교육과정을 도입하려고 하는가는, 이와 반대의 흐름, 즉 교육과정 결정권을 국가로부터 점차 지방이나 학교로 이양시키고자 하는 우리의 맥락에서 볼 때 검토해 볼 필요가 있다. 특히 호주에서는 국가교육과정의 도입이 '교육혁명'의 일환으로 추진되고 있는 바, '혁명'에 상응하는 근본적인 변화가 국가교육과정에 어떻게 구현되어 있는지도 탐색해 볼 필요가 있다. 이 연구는 호주에서 처음으로 도입된 국가교육과정에 대해 그것의 개발 과정 및 주요 특징을 검토해 보는 데 주된 목적이 있다. 이를 위해 이 연구에서는 먼저 호주의 국가교육과정의 도입 및 개발 과정을 검토해 보고, 총론과 각론의 특징을 그 구조 중심으로 살펴본 뒤, 호주 국가교육과정 개발 사례가 우리나라 국가 교육과정 체제에 주는 시사점을 논의해 보았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제58권4호
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• pp.567-588
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• 2019

교육과정이 수시 개정 체제로 변화되면서 교사의 교육과정 재구성 권한이 강화되었다. 더불어서 교육과정 재구성 실천자로서의 교사 역할 또한 중요해졌다. 그런데 선행연구들에서는 교사들이 '교육과정 재구성의 필요성에는 공감하면서도 교육과정 실천 의지에 대하여는 부정적'이라는 구조적인 문제를 가지고 있음을 지적하였다. 이에 연구자는 위계성이 강한 수학 과목의 특성과 고등학교 교사들이 평가에 민감하다는 점을 고려하여, 고등학교 수학 교사들을 대상으로 그들의 '교육과정 재구성의 필요성에 대한 인식'과 '교육과정 재구성 실천자로서 겪게 되는 어려움'에 대하여 살펴보았다. 본 연구에서는 연구에 면담 대상자로 참여한 교사 10명을 교직 경력을 10년 단위로 하여 세 집단으로 구분하였다. 또한 연구자는 각 집단을 대상으로 각각 2차시의 면담을 실시하였다. 이를 통하여 연구자는 교육과정 재구성 실천자로서의 교사들이 교육과정 재구성에 대하여 어떠한 생각을 가지고 있는지 그리고 어떠한 어려움을 경험하게 되는지 관찰할 수 있었다.