• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.799-803
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• 2007

In this paper, we research into an effective operation environment of digital textbook according to the adaption of an electronic textbook and analyze the approval program and the authorization program of the paper textbook for the efficient utility of a digital textbook. We propose various criterions and methods of the approval and authorization program. Finally, we show the whole process of the proposed approval and authorization program. We hope that our study apply to the standard approval and authorization program of the Ministry of Education.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.548-557
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• 2004

7차 교육과정에서 국민공통기본교과 수업에서의 정보통신기술을 10%이상 활용하도록 하는 목표를 제시하고, 2001년부터 연차적으로 실시되어 현재 2003년에는 5,6학년에까지 실시되고 있다. 이에 각 시도 교육청에서는 교육감 인정도서를 개발하여 보급하고 각 학교는 이를 학교운영위원회를 거쳐 재량활동 교재로 활용하고 있다 이에 초등학교 컴퓨터 검인정교과서들을 비교 분석하여 시 도별 초등학교에서 사용되고 있는 검인정교과서의 구성과 내용상의 차이점, 그리고 정보통신기술교육운영지침에 맞게 구성되어 있는지를 고찰해 보고자 하는데 그 목적이 있다.

• 방재와보험
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• s.30
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• pp.9-11
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• 1986

• The Korean Publising Journal, Monthly
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• s.175
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• pp.10-13
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• 1995

광복 50년의 역사에는 출판계의 크고 작은 사건들이 자리한다. 출판 50년의 세월은 고스란히 굴곡 많은 우리나라 현대사의 격랑과 함께 걸오온 셈이다. 광복 직후 극심했던 용지난과 일어판 문제 등 업계 공동으로 해결해야 할 과제들이 늘어나자 '조선출판문협회'를 결성했다. 60, 70년대에는 출판계가 꾸준히 요구해온 출판영업 면세안이 국회에서 통과됐는가 하면 80년대는 출판자유화 조치와 함께 이념도서가 해금돼 출판의 금서영역을 무너뜨렸다. 90년대에는 첫 국제도서전시회를 치렀는가 하면 출판계 숙원이 '출판문화단지'의 꿈이 더욱 가시화하기 시작했다. 그런가 하면 '검인정 교과서 파동'이나 '출판사등록 무너기 취소' 학생들의 '서점불매운동' 등 깊은 상처로 남은 사건들도 있다. 긍정적이든 부정적이든 지나온 사건들은 오늘의 출판문화를 일군 밑거름이 된 셈이다. 광복 직후부터 오늘에 이르기까지 출판계에 전기를 마련한 핵심적인 사안들을 살펴봄으로써 우리 출판문화의 미래상을 생각해본다.

• 프린팅코리아
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• s.4
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• pp.76-81
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• 2002

"6.25전쟁때 인쇄기를 열차에 싣고 대구로 내려가 초등학교용 전시 독본을 인쇄하던 일이 엊그제 같은데 벌써 80나이를 넘겼습니다. 세월은 그런가 봅니다." 교과서 출판의 제 1세대인 이대의 장왕사 사장(82.사진). 그가 최근 그동안 '교과서 출판과 인쇄'라는 외길 인생 길을 정리한 회고록 '나와 검인정 교과서'(중앙출판공사)를 펴냈다. 이 사장은 일본 메이지대학에 유학 중 학병문제로 귀국했다가 해방을 맞자 1945년 10월 출판사를 설립해 지리, 물리, 동양사 교과서를 발행하기 시작한 이후 50여년간 교과서 출판을 이끌어왔다. 이 사장은 "교과서 출판은 인쇄, 정책, 편집 등의 새로운 모델을 만들어 내는 산파역"이라면서 "출판 문화 발전과 교육 향상을 위해서 교과서 출판에 더많은 관심을 가져야 한다"고 강조했다. 계원조형예술대학 출판디자인과 이기성교수의 부친이기도 한 이대의 사장을 만나 교과서인쇄에 얽힌 이야기를 들어봤다.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.762-771
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• 2010

The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

• Cartoon and Animation Studies
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• s.15
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• pp.89-107
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• 2009

As the importance of visual media has been highlighted, the proportion of the animation curriculum is growing in middle school curriculum. However, the analysis of errors in the textbook is very important for the authentic education. The present art textbooks were authorized as 7 kinds-total 21 books of the 7th curriculum and have been used in junior high schools since 2001. As an analysis configuration or errors in the animation section of art textbooks, the problems were as follows. Firstly, the animation section has considerable differences depend on the contents and the authors of the textbooks. Secondly, the most practical contents are at the first stage of the production of video equipment. In addition, ineffective picture process, incorrect concepts and terminology are presented. There were also errors in using them.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• School Mathematics
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• v.13 no.3
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• pp.423-446
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• 2011

In school mathematics, concepts of definite integral and integration by substitution have mathematical connection with introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. However, we have difficulty in finding mathematical connection between integration and continuous probability distribution in the curriculum manual, 13 kinds of 'Basic Calculus and Statistics' and 10 kinds of 'Integration and Statistics' authorized textbooks, and activity books applied to the revised curriculum. Therefore, the purpose of this study is to provide a teaching method connected with mathematical concepts of integral in regard to three concepts in continuous probability distribution chapter-introduction of probability density function, expectation of continuous random variable, and standardization of normal distribution. To find mathematical connection between these three concepts and integral, we analyze a survey of student, the revised curriculum manual, authorized textbooks, and activity books as well as 13 domestic and 22 international statistics (or probability) books. Developed teaching method was applied to actual classes after discussion with a professional group. Through these steps, we propose the result by making suggestions to revise curriculum or change the contents of textbook.

• Journal of The Korean Association For Science Education
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• v.23 no.6
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• pp.627-633
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• 2003

This study is to investigate the level and connection of learning concepts related to metabolism presented in life science textbooks developed according to the national common basic curriculum. One kind of elementary school, and three kinds of middle school and high school science textbooks were analysed. The gross number of concepts related to metabolism was 42 in elementary, 149 in middle and 126 in high school science textbooks. The number of concepts was much more different by school than by publisher. Ratio of the number of concrete versus formal concepts decreased gradationally by grade, but the number of learning concepts increased radically by grade. Thus, it is implied that science learning concepts are presented considering the number of concepts as well as cognitive level of learner, and unit and content are constructed on the connection among them in developing science curriculum and textbooks.