• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.161-181
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• 2018

This paper summarized the changes in elementary school mathematics education that took place at the national level during the Enlightenment Elementary Mathematics Education period from 1876 to 1910. For this purpose, we divided the enlightenment period into three periods and examined major changes related to elementary school mathematics education at each period. The necessity of arithmetic education began to be recognized before the reform of the Taoist reform, and arithmetic education became a national curriculum in the beginning of the Taoist reform period. Particularly, during the reforming period of the Gap, the elementary mathematics textbooks of mixed Korean and Chinese were published. In the period when the intervention of the Japanese imperialism began, the arithmetic education has been reduced or weakened in accordance with the education policy of 'simple' and 'use'. It is also remarkable that an arithmetic book for elementary teachers was published at this time.

• The Mathematical Education
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• v.48 no.1
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• pp.47-59
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• 2009

Recently our society confronts with the concern over the college students' apparent lack of understanding and interesting of mathematics. In late 1980s the calculus reform movement in US was triggered to increase both passing rates and a general interest in the subject. The purpose of this paper is to investigate teaching of college calculus and its curriculum in order to promote students' interesting and understanding. We deal with 4 questions. Firstly, we research the history and motivation of the calculus reform movement in US. Secondly, we do case study about the debate between reformed and traditional calculus. Then we evaluate the effectiveness of reformed calculus in comparison to traditional calculus. Finally we investigate possible ways to apply reformed calculus in our university mathematics education and suggest some points to improve teaching calculus.

• Journal of Educational Research in Mathematics
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• v.9 no.1
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• pp.15-29
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• 1999

The purpose of this study is to investigate various mathematics education improvement or reform movements of Western Europe countries (United Kingdom, Germany, etc.) and the United States of America, to see the effects of those movements on Korean mathematics education circle, and to find a direction of Korean mathematics curriculum design. The third Korean mathematics curriculum was most affected by the new mathematics movement of the United States of America. This movement was emphasizing abstract structure, logical rigorousness and discovery learning of mathematics, which was fired from late fifties. Korean mathematics education circle imported the new mathematics early seventies from USA, but serious problems had been found at that time in USA. This study has pointed out that new math oriented Korean mathematics curriculum was not proper and the new mathematics itself was disastrous for most Korean students' learning. The study also points out that they hurried too much introducing the new mathematics and publishing new mathematics oriented textbooks but they had not sufficient teacher training programs. In our future mathematics curriculum reform, we have to remember such a historical lesson.

• Journal of Korean Library and Information Science Society
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• v.46 no.2
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• pp.49-69
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• 2015

The goal of this study is to propose the reform plans for education program for librarianship. For this goal, authors analyzed the current status(participation rates and availability, training and operating methods, lectures and lecturers, facilities and location, future core competencies, etc) of education program using the librairan's survey and forecasted the long-term educational demand. Based on these results, authors proposed a future-oriented reform of education program for librarianship for establishment and operation of tentatively named 'National Librarian Education Institute' in the National Library of Korea.

• Korean Journal of Comparative Education
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• v.26 no.4
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• pp.173-198
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• 2016

The purpose of this study is to analyze the characteristics of Educational Reforms Policy in lately Japan and to evaluate it. Especially focus on the activities of the [MEXT; Ministry of Education, Culture, Sports, Science and Technology] and [CCE;The Central Council for Education] This article composed of five chapters; Implication and problem situation, History of the Japanese educational reforms, the characteristics in the site of process of educational reforms policy, evaluation on the main policies, and Conclusion(contain the suggestion for Korea). The method of study composed of the literature search and interview. The System Analysis[input-process-output-feedback] is used as a model of the analyze the characteristics of educational reforms policy. By the new Basic Act on Education, the principles of educational administration is changed. Education administration shall be carried out in a fair and proper manner through appropriate role sharing and cooperation between the national and local governments(Article 16). As a conclusion, The initiative in the establishment of educational reform plans has gone over to the cabinet side from MEXT. And evaluate the five policies. That is Japan's Basic Plan for the Promotion of Education, The new Basic Act on Education(enacted on 2006), Provincial Governor's (Tokyo & Oska) Educational Reform Plan, Reform plan of the Boards of Education, and Improvement Policy of the Quality of Teachers.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.11
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• pp.659-668
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• 2018

Since China and South Korea are equally concerned about high school education, so this study focuses on high school education, through the study of the objectives and structure, content, implementation, and evaluation of China's general high school education curriculum reform program, analyzing its characteristics and problems, and based on the problem, point to make the corresponding suggestions and comments. The results of the study, first, the reason for the reform of the high school curriculum is because of the emergence of compulsory education and need a curriculum that fits the actual high school education. Second, the character of China's high school curriculum goals are based on the trend of China's future social development, focusing on students' lifelong learning ability and core competence. the character of structure is that the subject courses and activity courses are parallel, and the elective courses and compulsory courses are parallel. The character of content is the emphasis on the era, basicity, and selectivity of the content. the character of Implementation and evaluation is the provision of support for implementation and the adoption of sustainable development methods. High school education courses have three problems in the curriculum itself and teachers and university entrance exams. There three suggestions about the problems, first, it is necessary to examine whether high school education is for preparation for admission or education for the public. Second, it is necessary to provide training that can enhance the core competencies of teachers. Third, the high school graduation evaluation and the university entrance evaluation system need to be improved.

• East Asian mathematical journal
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• v.28 no.2
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• pp.233-249
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• 2012

Some discussions are made about practices which take places in some aspects of instructions from the viewpoints of traditional and reform based instruction. This kind of discussion is needed to be done, because there is no evidences to show that reform based instruction is mainly implemented among teachers even through reform based instruction has continued to be stressed since the 7th national curriculum was released. Some suggestions was made for consideration of further deep discussions based on the practices discussed earlier.

• Proceedings of the PSK Conference
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• 2003.10b
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• pp.68.2-68.2
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• 2003

We performed this survey to hear Yeungnam University Graduates' opinion on the current curriculum for the purpose of creating an education system of “practically competent person” instead of simply “competent person”. Questionnaire was made up of 13 multiple-choice questions and 1 descriptive question by Curriculum Reform Task Force of Yeungnam University. The survey was administered to randomly chosen 50 graduates by e-mail on August 1, 2003 and was collected between August 1 and August 10, 2003 for the analysis of respondent’s reply. (omitted)

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• Journal of Preventive Medicine and Public Health
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• v.39 no.1
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• pp.7-12
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• 2006

Throughout the century, based on the precedent set by Flexner in the United States, almost every subsequent report on the reform of medical education has pointed out the need for more prevention-oriented teaching in the curriculum. This has been particularly so in countries like Korea where the basic public health services have been so important for the improvement of health of the people. And, in fact, preventive medicine and public health have contributed a great deal to the prevention of communicable diseases and prolongation of life expectancy. Recently, however, along with the educational reform that emphasizing the interdisciplinary teaching, integration of basic science and clinical education, and centralization of responsibility for the medical education curriculum, concerns are being voiced by preventive medicine educators. These concerns are primarily centered around the fear that the implementation of interdisciplinary, centrally administered courses would result in a weakening of content and teaching expertise as well as a loss of departmental power and control. This paper foresees that preventive medicine and public health will be more important in Korea in the future and proposes that preventive medicine educators will have to step forward and turn the challenges of curricula restructuring into opportunities to expand the role of preventive medicine in the curricula of their institutions.