• 한국체육학회지인문사회과학편
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• 제58권2호
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• pp.363-372
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• 2019

본 연구는 무용교원자격 취득 및 교과 운영에 관한 제도와 현황을 살펴보고 중등학교에서 무용을 가르치는 교원의 유형별 교원자격과 교과 제도의 개선 방안을 제안하기 위해 실행되었다. 학교무용교육이 교육과정 개정과 예술강사 지원사업 시행을 계기로 패러다임의 전환을 맞이한 가운데, 기존의 중등학교 정교사 2급(체육) 자격과 더불어 문화예술교육사 2급(무용) 자격이 신설되었고, 최근 중등학교 정교사 2급(무용) 자격자가 배출되고 있어 무용교원자격 전반에 관한 주목이 요청된다. 무용교사로서 중등교원자격을 취득하는 예비 교사들이 배출되는 시점을 맞아 기존의 중등학교 정교사 2급(체육) 자격과 문화예술교육사 2급(무용) 자격취득 제도와 방법을 문헌분석을 통해 살펴보았다. 다음으로 도구적 사례 연구 방법을 통해 중등교원자격 및 문화예술교육사 취득자 6명의 사례를 통해 주요 현안과 담론을 분석하였다. 이를 바탕으로 중등학교의 정교사로서 무용교원자격의 제도, 취득경로, 방법, 교과 제도의 개선을 위한 방안을 제안하였다.

• 대한화학회지
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• 제66권2호
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• pp.163-170
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• 2022

본 연구는 2015 개정 과학과 교육과정에서 중등학교의 모든 학생들이 이수해야 하는 공통과목인 중학교 과학, 고등학교 통합과학과 과학탐구실험의 성취기준 139개와 교과서 활동 496개를 대상으로 과학과 사회정서학습 요소를 분석하였다. 교육과정 성취기준의 경우, 7개의 과학과 사회정서학습 요소 중 '문화적 이해'는 거의 포함되지 않았고, '수리', '창의적 사고'는 중학교에서 높은 빈도로 나타났으며, '비판적 사고', '사회적 기술', '윤리적 이해'는 고등학교에 높은 빈도로 포함되어 있었다. 교과서 활동의 경우, 중학교와 고등학교의 사회정서학습 요소의 경향성이 비슷하게 나타났다. '비판적 사고', '창의적 사고', '사회적 기술' 등이 중점적으로 제공되고, '윤리적 이해'와 '문화적 이해'는 제한적으로 반영되어 있었다. 총체적인 사회정서학습 요소 함양을 위해서는 교육과정 성취기준의 구체화 또는 교과서 활동 및 교수-학습 과정에서의 보완 등이 필요하다.

• 한국과학교육학회지
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• 제24권2호
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• pp.202-212
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• 2004

The purpose of this study was to examine the connection among inquiry activities related to 'Metabolism' presented in life science textbooks developed according to the national common basic curriculum. To perform this, the type, process and context of inquiry activities of life science textbooks were analyzed. The number of inquiry activities is gradually increased from elementary to secondary school. As result of analysis, types, processes and skills, and context of inquiry were not balanced according to textbooks and school levels. It is suggested that the framework of evaluating inquiry activities based on curriculum objectives be provided when developing science textbooks. It also implies that teachers need to reconstruct inquiry contents and activities suitable to school situations when they teach in the real fields of education.

• 한국패션뷰티학회지
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• 제1권1호
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• pp.119-132
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• 2003

This research was attempted in order to raise the actual effectiveness of beauty education by reviewing the problems on beauty education curricula of junior colleges and arranging their countermeasures. This thesis suggests improvement plans of curricula in Korean beauty education as follows. First, one of the main aims of beauty education sought at a junior college should be verified that it is to raise beauty leaders, furthermore, by including artistic knowledge on top of skill-based education purposes we shall put more efforts improve and sublimate beauty art, not only as skills but also as art. Second, it is necessary to fix the department titles in accordance with the contents of curricula. The titles have to be standardized for the right recognition of each curriculum by dividing beauty into hair beauty, skin-care or make up with each curriculum based. Third, it is necessary to standardize major requisite subjects to be completed in certain units by each major among colleges as well as class hours. forth, the curriculum system needs to be revised in accordance with school system for example suitable curricula for each school system level of private institutes and secondary vocational institutes, high school, junior collage, university, post graduates, etc, I have to be developed and enforced.

• 디지털융복합연구
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• 제6권2호
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• pp.41-53
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• 2008

This research is to redefine the concept of Good School and to validate an effective Good Secondary School Scale in Kyung-gi Province and Seoul. As statistical methods, SPSS 13.0 and AMOS 5.0 were used. Item Analysis and Exploratory Factor Analysis(EFA) were conducted to test the reliability of items and the factor structure. And Confirmatory Factor Analysis(CFA) was conducted to test the validity and fitness of the Good School Scale. The outcomes are as follows: First, six factors(school environment, curriculum, teacher, school-based management system, director) will increase the good schooling effectiveness. Second, As a result of Confirmatory Factor Analysis(CFA), the goodness of fit indices(GFI AGFI, CFI, RMSEA) demonstrate statistically significance and fitness of the model. The final Good School Scale supports 6 Good School Factors obtained in main test. Therefore, we can say that this scale can be used as a valid instrument to measure a real Good Schooling Effectiveness at the secondary school situation in Korea.

• 한국가정과교육학회지
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• 제2권1호
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• pp.91-99
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• 1990

By the comparative analysis of middle school Home Economics curricula in the U.S, Sweden, japan, Taiwan, and Korea, this study attempts to understand the current Home Economics education and to access its trends for each country. Based on the findings of the analysis, this study also seeks to get the major implications of the analysis for the betterment of the Korean Home Economics Education. The main sources of information and data analyzed here are :1)curricula for 10 School Districts in Pennsylvania state as representives of the U.S ; 2)Home Economics curriculum for middle school in Sweden ; 3) Home Economics Teaching Guidelines in Japan ;4)Home Economics curriculum in Taiwan ; and 5) Home Economics curriculum in Korea. Content Analysis technique is applied in this study. The major elements of contents include :1)structure of the curriculum ;2)subject name ; 3)time allotment; 4)goals and objectives ; 5)subject areas and content composition ; 6) other related characteristics for the implemention of the curriculum Summarized results of the study outline as follows; 1)Home Economics is offered as independently required subject without sex discrimination in all five countries. 2)Time allotment for Home Economics in Sweden is double that in the other countries. 3)The common goals of Home Economics courses is practical learning experiences closely related to reality. 4) In terms of subjects areas, Food and Nutrition, Clothing & Textiles, Housing Human Development, and Child care are offered in three of four countries, which is also similar to those of Korea. In addition Consumer Education is also covered in the U.S., Sweden and Korea. 5)Curriculum can be utilized as instructional planning materials due to the clear specification of instructional method, materials, and evaluation method on the curriculum, especially in the U,S, and Taiwan.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제2권1호
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• pp.5-12
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• 1998

The COM curriculum provides first a core of mathematics for all students, and then offers opportunities for students to enter different streams of mathematics studies. The flexible curriculum (COM) is certainly welcome as it focuses on a transition from concrete to conceptual mathematics and on sequentially learning the power of mathematical language and symbols from simple to complex. This approach emphasizes the use of computers in mathematics education in the upper secondary grades. In Mathematics A, one unit is developed to computer operation, flow charts and programming, and computation using the computer. In mathematics B, a chapter addresses algorithms and the computer where students learn the functions of computers, as well as programs of various algorithms. Mathematics C allots a chapter for numerical computation in which approximating solutions for equations, numerical integration, mensuration by parts, and approximation of integrals. But, unfortunately, they do not have any plan for the cooperation study.

• Educational Technology International
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• 제22권1호
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• pp.23-55
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• 2021

Under the context of the recent curriculum reform in Mongolia emphasizing technology integration in schools, the main purpose of this study was to examine external and internal factors that influence teachers' use of technology. This study aimed to investigate structural relationships between school support, technology use, and TPACK (Technological Pedagogical and Content Knowledge) among Mongolian secondary school teachers. This study was conducted with 208 secondary school teachers in Ulaanbaatar, Mongolia. Data were collected through an instrument that measures three factors: teachers' use of technology, TPACK, and school support. The results indicate that TPACK has a partial mediation effect on the relationship between school support and the use of technology. The contribution of this study lies that it examines the complex relationships between internal and external factors affecting teachers' technology integration, especially among Mongolian teachers who are less researched in the existing literature.

• 과학교육연구지
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• 제44권1호
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• pp.122-132
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• 2020

이 연구의 목적은 역량기반 교육과정으로의 전환 등과 같은 교육환경 변화에 부응하기 위해 과학과 중등교사임용시험에서 평가해야 할 교사역량을 살펴보고, 이를 토대로 현행 중등과학과 교사임용시험의 1차 전공영역 평가의 개선 방안을 모색하려는 것이다. 이를 위해 중등교사임용시험 출제경험이 있는 과학교육학 교수 18명을 대상으로 두 차례의 델파이 조사와 심층면담을 실시하였다. 연구결과에 따르면 과학과 중등교사임용시험에서 평가해야 할 교사역량으로는 교수활동, 학생이해지도, 인공지능 등과 같은 지능정보활용, 공동체 전문성 등이 제안되었다. 과학과 중등교사임용시험 1차 과학내용학 시험 개선 방안으로는 문항수 증가를 통한 실질적 공정성과 타당도 제고, 중등학교 교육과정과의 연계성 제고, 10년 정도 주기로 표시과목 업데이트 등이 제안되었다. 중등교사임용시험 1차 과학교육학 시험 개선 방안으로는 과학교육학 문항 유형에 대한 연구·개발, 교과교육학을 논술형으로 출제, 과학 교육학에 대한 표준화된 커리큘럼 개발 등이 제안되었다. 연구결과를 토대로 교사양성대학 교육과정 개정의 필요성, 과학과의 경우 사범대학과 자연대학의 커리큘럼 차별화의 필요성, 교육전문대학원 도입과 같은 교사양성체제 개혁의 필요성 등을 제언하였다.

• 한국지구과학회지
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• 제38권5호
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• pp.367-377
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• 2017

The purpose of this research is to investigate characteristics of science content knowledge and pedagogical content knowledge shown in the primary school science classes. Through analysis of classroom teaching, explore the features and differences between primary and secondary school science PCK. Using open-ended interviews with the teachers and group discussions on a regular basis to analyze and compare classes of five primary school teachers, the relationship between CK and PCK. Regardless of the school level the teacher's PCK and professionalism is required with varying focus and emphasis. The features of the primary school teacher's PCK are as follows: Firstly, elementary teach secondary teach content, teachers value pedagogical knowledge (PK) content knowledge (CK). The primary school PCK requires more of understanding of students and teaching methods that to subject areas. PCK be without content knowledge, and the teacher's PCK is subject-specific In addition to the characteristics of PCK in the primary school science teaching, ways to set up professional exchange or collaboration between primary and secondary teachers, and to provide supplementary in-service training focused on content knowledge for primary school teachers.