• 수산해양교육연구
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• 제20권1호
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• pp.68-77
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• 2008

The purpose of this study is to examine the organization of the standard liberal arts curriculum in accordance with the academic credit bank system (ACBS). With the growth of the system, the standard curriculum of the ACBS turned out to have many problems which have to be solved for securing and maintaining the quality of the system. In an attempt to improve the standard liberal arts curriculum of the ACBS, the study analyzed the problems of standard liberal arts curriculum of the ACBS according to three criteria: the organization of subjects in the six liberal arts curriculum areas, the completion of liberal arts and the exchange subjects between majors and the liberal arts. Based on the results of the analysis, the study suggests ways to improve standard liberal arts curriculum. In the future, research needs to be conducted to explore ways to implement the proposed standard liberal arts curriculum of the ACBS in real contexts.

• 한국전자통신학회논문지
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• 제7권6호
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• pp.1363-1368
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• 2012

현재 학과 교과과정에 대한 개괄적인 단순 검색 기법들은 대부분 많이 구현되고 있으나, 온톨로지 기술을 적용한 체계적인 교과과정 정보검색은 아직 미약한 수준이다. 본 논문에서는 대학의 학과 교과과정을 전공과목과 교양과목을 중심으로 프레임 모델을 설계하고, 이를 중심으로 온톨로지를 구축할 수 있는 관리 시스템을 제안한다. 본 관리 시스템은 온톨로지 입력 시스템과 학과 온톨로지 웹서비스 시스템으로 구성하였다. 입력시스템은 관리자가 학과의 교과과정을 온톨로지로 구축하도록 구성하였고, 이 구축된 온톨로지를 이용하여 학생들이 교과과정을 검색하도록 웹서비스 시스템을 설계하였다. 이들 구축된 교과과정 온톨로지를 검증하기 위해 온톨로지 도구를 이용하여 검증하였다.

• 수산해양교육연구
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• 제22권1호
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• pp.25-37
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• 2010

This study was attempted to analyze the change process of fisheries track's high school curriculum related with the 5th-7th revised national curriculum. To accomplish this goal, the nature and goals of fisheries track's high school were reviewed. First, it was found that the fisheries track's high school was classified into three groups; high school for special goal, characterization, and industry. And the goal of fisheries track's high school was designated to harmonize the general education and vocational education in high school goal. Second, the legal basis and system of national curriculum in fisheries track's high school were discussed. The legal basis of national curriculum in fisheries track's high school was prescribed to the 'Elementary and Secondary Education Act'. The system of national curriculum was composed the general guideline and subjects. Third, the change process of fisheries track's high school national curriculum was discussed. The system of decision, general guideline, and subjects in fisheries track's high school national curriculum were seemingly to be studied on the basis of the autonomy or diversity. In conclusion, the concrete content of fisheries track's high school national curriculum was not changed compared to the 5th-7th revised curriculum.

• 의학교육논단
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• 제15권1호
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• pp.9-18
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• 2013

An outcome-based curriculum is perceived to be one alternative educational approach in medical education. Nonetheless, it is difficult for curriculum developers to convert from traditional curriculum to an outcome-based curriculum because research documenting its development process is rare. Therefore, this study aims to introduce the development process and method of outcome-based curriculum. For the purpose of this study, we used diverse data analyses, such as an existing literature search, development model analysis, and case analysis. We identified five phases from the analysis. First, the curriculum developers analyze the physician's job or a high performer in a medical situation. Second, curriculum developers extract outcomes and competencies through developing a curriculum, affinity diagraming, and critical incident interviews. Third, curriculum developers determine the proficiency levels of each outcome and competency evaluation methods. Fourth, curriculum developers conduct curriculum mapping with outcomes and competencies. Fifth, curriculum developers develop an educational system. Also, it is important to develop an assessment system for the curriculum implementation in the process of developing the outcome-based curriculum. An outcome-based curriculum influences all the people concerned with education in a medical school including the professors, students, and administrative staff members. Therefore, curriculum developers should consider not only performance assessment tools for the students but also assessment indicators for checking curriculum implementation and managing curriculum quality.

• 한국콘텐츠학회논문지
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• 제16권2호
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• pp.588-599
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• 2016

본 연구의 목적은 호주와 싱가포르 교육과정 모니터링 체제를 분석하여 우리나라 교육과정 모니터링 체제 개선을 위한 시사점을 도출하는 데 있다. 본 연구의 목적을 달성하기 위하여 우선 우리나라의 2007 교육과정부터 2009 개정 교육과정 모니터링 체제의 문제점을 문헌 연구와 현장 교사 면담 등을 통하여 분석하였다. 이를 토대로 해외 사례 연구의 시사점 도출의 준거를 설정하였으며, 설정된 준거에 기초하여 싱가포르와 호주를 방문하고 국가 교육과정 모니터링 체제의 실제 운영 사례를 조사 분석하였다. 이 과정에서 해당 국가의 교육부 관계자, 학교 관리자, 현장 교사 등을 면담하여 문헌과 인터넷 탐색 등에 기반을 둔 사전 조사의 실질적 운영 현황을 파악하였다. 이는 비단 현재의 시스템이나 현황에 대한 표피적인 조사를 넘어서 당면하고 있는 문제점이나 개선 요구 등과 같은 실체적인 내용을 파악하여 시사점을 도출하기 위한 것이었다. 도출된 시사점은 국가교육과정 모니터링 시스템의 통합적 접근, 쌍방향과 개방형 의사소통 방식의 개선, 모니터링 시스템 운영의 내실화 등이 제안되었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권3호
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• pp.209-228
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• 2011

Many studies such as Pepin (1999a; 1999b), Kaiser (2002), and Park & Leung (2006) revealed that there is a strong dependence of mathematics teaching on cultural traditions in different countries. This study was set up as a detailed comparison between the intended curricula in Berlin and Hong Kong to explore how cultural tradition influenced the intended curriculum. In this study, the intended curriculum is what the (local, state or national) curriculum developers stipulate in the official documents. The German educational system is influenced by the curriculum tradition called Didaktik. Didaktik is a tradition about teaching and learning. Since 16th century, Didaktik has been the most important tool for planning, enacting, and thinking about teaching in most of northern and central Europe (Westbury, 1998). On the other hand, the education system in Hong Kong is influenced by both the Anglo-Saxon curriculum tradition and the Confucian heritage culture (CHC). It was found in this study that, although many studies revealed that there is a strong dependence on cultural traditions of mathematics teaching in different countries, other factors such as social factors or the education system also played an important part in shaping the intended mathematics curriculum. So a simplistic view of dependence of the curriculum on cultural traditions is not warranted. The formation of the curriculum is a much more complicated process encompassing various factors including needs of society, advancement of technology, and government policies at different levels.

• 대한치과의료관리학회지
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• 제8권1호
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• pp.37-40
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• 2020

The background of this study is the observation that there is an increase in the number of elderly persons and the decrease in fertility rates, which may be related to the increase in the average age of the Korean people; accordingly, the national health insurance system changes every year following this pattern. However, this study investigates whether these changes are reflected in the dental hygiene curriculum. Data from the national health insurance system is reviewed for the last three years, and the recently published dental hygiene curriculum is selected, compared, and analyzed using a literature survey. The study is divided into two parts: information that is reflected in the dental hygiene curriculum and information that is not reflected in the dental hygiene curriculum, but which it is believed should be included. In addition, as the part reflected in the dental hygiene curriculum, it was stated in three subjects of dental implantology, dental prosthesis, and conservative dentistry, and there were four cases. Therefore, efforts should be made to ensure that the curriculum for dental hygiene students should reflect the changes in the national health insurance system so that students can more easily understand dental insurance claim processes.

• 의학교육논단
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• 제9권2호
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• pp.1-12
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• 2007

Purpose: The aim of this study is to identify the elements of success in curriculum reformation using focus group interview and faculty survey. Methods: We analyzed the 105 questionnaires that were collected horn 450 faculties in Yonsei University College of Medicine from September 1 to September 12, 2005. The interview of focus group was conducted to 105 faculty and students using 10 interview questions from July 25 to August 29, 2005. The data of focus group interview and faculty survey were analyzed by content analysis. frequency and percentile. Results : 66.7% of faculty have pointed out that it is right a direction of new curriculum but there are some problems in curriculum management. The most frequently addressed problem in the new curriculum is as follows : ability of self-directed learning(15.3%). deficiency of faculty understanding(10.5%). The faculty comments on the improvement areas of new curriculum such as curriculum revision (8.6%). efficiency of curriculum management (6.7%), reward and incentive system of education(6.7%). The focus groups pointed out the important factors of curriculum reformation such as horizontal and vertical integrity between subjects, improvement of student achievement test, enhancement of self-directed learning. responsibility and authorities of course director. Conclusions : It should be concluded. to succeed curriculum reformation, which the purpose of curriculum reformation announces obviously and management group should effort continuously so that professors may understand the new curriculum. The course directors have to responsibility and authorities operating the subjects and the university should develop the students' evaluation system and faculty performance appraisal system.

• 한국학교수학회논문집
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• 제3권2호
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• pp.83-97
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• 2000

The purpose of this study is to help the efficient and practical teaching and learning of a mathematic subject in schools by comparing and analyzing the sixth and seventh curriculum of mathematics on the basis of the demand that the current curriculum should be improved, made, and adapted newly. This paper 1. studies the meaning of the curriculum and the theory of the curriculum of mathematics 2. looks into the history of the curriculum of mathematics from the first to the sixth. 3. compares an outline of the sixth and seventh curriculum. As a result, it exhibits the great difference in giving students choices for subjects and nullifying the meaning of the subject distinction, which means a new system with consistency based on the concept of a grade system instead of the present school system. 4. summarizes the result of comparing and analyzing the sixth and seventh curriculum which will be practiced from the year 2002 5. The beginning of the seventh curriculum in high schools will be from the year 2002 and the ministry of education is expected to take proper actions for its successful settlement, yet at this point this study gives some suggestions for its smooth and normal operation.

• 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.