• Title/Summary/Keyword: 교과서

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A Study on Comparison of 6th Curriculum and 7th Curriculum of Home Economics Textbooks in the Middle School (제 6차와 7차 교육과정에 따른 중학교 가정 교과서 비교 연구)

  • Yoon In Kyung
    • Journal of Korean Home Economics Education Association
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    • v.16 no.4
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    • pp.1-8
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    • 2004
  • The purpose of this study was to investigate as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. and to seek future policy direction which can be improved even better. if any. for further revision. To implement this proposal, this study employed 8 different textbooks published among 12 textbooks developed for the 7th Curriculum for data base. The results of this study were as follows: It was covered such areas of change and develope in the composition of category and system in the Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. The whole system of textbook was composed of cover page, the inside of a book cover. the title page, introduction. table of contents. appendices. It was same in the total pages with the exception of table of contents. appendices. the inside of a book cover and it was much alike in contents of introduction. In the aspect of the unit system of the textbooks. their whole flows were similar to each other. but the writers' intention and the stress on the focal points had appeared well in topic introduction and texts for the units of the textbooks. In addition. it can be said desirable that much more middle school teachers took a participation in the development of textbooks as textbook writers than before. In the organizational aspect of the sub-area organization of textbooks in the 7th Curriculum, it was not dispersed in grade 1, 2, and 3, but was centralized in a certain grade to increase its efficiency. The number of activity and experiment & practice that students could try to do actually were drastically increased compared to the 6th Curriculum. but it showed a wide difference between textbooks.

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A Review of Elementary Science Textbook Analysis Research Conducted over the Past Three Decades in the United States and Analysis of the Nature of Science in the Introductory Chapter of U.S. Elementary Science Textbooks (최근 30년간 미국에서 행하여진 초등 과학 교과서 분석에 대한 연구 및 초등 과학 교과서 도입 단원에 나타난 과학의 본성에 대한 분석)

  • Lee, Young-Hee
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.398-412
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    • 2012
  • 과학 교과서는 과학 교육에 있어서 아주 중요한 역할을 하여 왔다. 교과서는 학생들이 학문적 경험을 하게끔 주도하며 학교 교육을 대표하는 수단이라고 할 수 있다(Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002). 그러나 과학 교육에서 교과서의 중요한 역할에도 불구하고, 국내외에서 그 연구가 미비하였다 (Good, 1993). 이 연구의 첫번째 과제로써 과학 교과서 연구 현황을 살펴보기 위해 지난 30여년간 미국에서 이루어진 초등 교과서와 관련된 연구들을 분석 및 정리하였다. 한편 과학의 본성에 대한 이해는 지난 반세기 동안 과학 교육에서 하나의 중요한 목표가 되어 왔으며, 미국의 여러 국가적 차원의 지침서에서는 그 중요성을 강조하였다 (NRC, 1996; AAAS, 1990, 1993). 그럼에도 불구하고 과학 교과서 연구에서 과학의 본성에 관련한 선행 연구가 거의 없다는 것을 알고, 본 연구의 두번째 과제로써 현재 미국 초등 교과서에 나타난 과학의 본성에 대한 연구를 4가지 주제에 근거하여 분석하였다. 과학의 본성에 대한 4가지 주제는 (a)지식 체계로서의 과학, (b) 탐구 방법으로의 과학, (c) 생각의 방법으로의 과학, 그리고 (d) 과학과 기술, 그리고 사회와 연관된 관계 (Chiappetta, Fillman, & Sethna, 2004)로서, 본 연구에서는 미국 초등 과학 교과서에 나타난 이 4가지 주제를 학년별 및 출판사별로 4가지 영역의 포함 정도를 퍼센트로 산출하였다. 또한 도입 단원 전체를 분석하였으므로, 단원 전반적 내용에 내포된 과학의 본성에 대한 측면을 연구자의 직관과 전문성에 근거하여 서술적인 방식으로 토의하였다.

A Study on Teaching Perpendicularity and Parallelity in Elementary School Mathematics (초등학교 수학에서 수직과 평행의 지도 방안 탐색)

  • Kim, Jeong Won
    • Journal of Elementary Mathematics Education in Korea
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    • v.23 no.4
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    • pp.481-506
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    • 2019
  • Perpendicularity and parallelity are important concepts in Mathematics as well as real-life contexts. However, those concepts are rather reduced in 2015 revised curriculum compared to previous 2009 revised curriculum. This study firstly analyzed teaching method related to perpendicularity and parallelity in a series of mathematics textbooks of Korea, Singapore and Japan. Moreover, the unit of perpendicularity and parallel was redesigned in a way to understand the concepts meaningfully and to give opportunities for students to explore how to make perpendicular and parallel lines. The results showed that noticeable changes has been as the curriculum was revised in Korea. Also, three countries showed some differences in concepts definition and learning activities. This study is expected to suggest implications for how to teach perpendicularity and parallelity in elementary school mathematics.

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A study on the analysis of elementary mathematics textbook's illustrations - Focusing on the second grade - (초등수학 교과서 삽화 분석 연구 -2학년 교과서를 중심으로-)

  • Kang, Shin-Po;Kim, Sung-Joon;Lim, Eun-Hee
    • Journal of the Korean School Mathematics Society
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    • v.8 no.2
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    • pp.183-201
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    • 2005
  • Illustrations and letters are two components of school textbooks. In the case of low grades of elementary school, textbook's illustrations play an important role in learning because many parts of curriculums(lessons) are represented by the visual forms through illustrations. So elementary mathematics textbook's illustrations have to make clear mathematical concepts and principles by visual simplification and bring out of the interest and motivation of elementary school students' learning. In this paper, we analysed the external and content aspects of textbook's illustrations, focusing on the textbook of the second grade. We investigated number, kindness, size, ratio, and clearness of illustrations in regard to external aspects. On the aspects of content, we analysed the role of illustrations and the degree of agreement with contents. Also we classified types of error in the textbook's illustrations and presented examples of errors which was found.

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Investigating mathematics teachers' understanding of and intention to use textbooks (수학 교사의 교과서 이해 및 활용 의도 탐색)

  • Cho, Soohyun;Kim, Gooyeon
    • The Mathematical Education
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    • v.60 no.1
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    • pp.111-131
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    • 2021
  • This study aims to investigate how secondary mathematics teachers understand and intend to use textbooks for their mathematics instruction. For this purpose, we developed a set of survey items in order to unpack what the teachers understand the mathematical tasks suggested in the textbooks in terms of the levels of cognitive demand and how they intended to use the tasks in the textbooks for their teaching. Twenty-five teachers participated in the survey. The data from the survey were analyzed. The findings from the data analysis suggested as follows: a) the teachers seemed to closely follow textbooks without attempting to modify the tasks, even when the teachers consider it is necessary to modify textbook tasks to high-level tasks, b) the teachers seemed to be unstable in regards that they admitted themselves very competent for modifying tasks for developing students' mathematical thinking but, at the same time, they were uncomfortable with transforming tasks into cognitively demanding tasks that promote students' mathematical understanding, and c) the teachers appeared to consider textbooks as significant criteria in conducting tests including midterm and final exam. In conclusion, the teachers seemed to intend to follow closely the contents and sequence of mathematics textbooks in their mathematics classrooms.

The Comparative Study of Geography Textbooks of Secondary and High School in South and North Korea (남북한 중등지리 교과서의 비교 연구)

  • Kim, Jae-Wan
    • Journal of the Korean association of regional geographers
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    • v.9 no.2
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    • pp.153-168
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    • 2003
  • Since 1945, geography textbooks of South Korea and North Korea have been developed differently. Taking both geography textbooks of South Korea(printed in 1996 and 1997) and them of North Korea(printed in 1995), this study compares and analyse geography textbooks of South and North Korea systematically, then to show their likeness and difference. Results of this study are as follows: First, Most of contents in South Korean textbooks consist of explations and many tables, graphs and photographs leading to inquiry activities, whereas those in North Korean textbooks consist of mostly sentences that explain topics, diagrams and sketches. Second, Geographical education in South Korea puts strong emphasis on human geography and regional geography, whereas that in North Korea does strong emphasis on physical geography, economic geography and education of cartography. Third, The geographical words of South Korean textbooks contain words written in Chinese character and words of English origin, whereas Those of North Korean textbooks do many pure Korean words.

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Digital textbook service technology trends and utilize. (디지털 교과서 서비스 기술 동향 및 활용)

  • Choi, JoungYoung;Park, Seok-Cheon
    • Proceedings of the Korea Information Processing Society Conference
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    • pp.1093-1096
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    • 2013
  • 교육과학기술부는 2006년에 학교교육에 새로운 패러다임의 변화를 받아들이는 방법으로 디지털교과서의 사용을 시도하였다. 2007년 이후 일부 초등학교에서 디지털교과서가 시범적으로 운영 되었으며 2015년 초중고등학교 모든 교과서를 디지털 교과서로 변환을 발표하였다. 따라서 본 논문에서는 이에 대처하기 위해 디지털 교과서의 서비스 구성, 구조, 시스템, 플랫폼등에 대해 분석하고 향후 발전 방향을 연구 한다.

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An Analysis of 2009 Revised Elementary Mathematics 6th Grade Textbooks and Teacher's Manuals Based on STEAM-related Subject Contents (2009 개정 초등 수학 6학년 교과서 및 교사용 지도서의 STEAM 관련 교과 내용 분석)

  • Kim, Hae Gyu
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.163-192
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    • 2016
  • In this study, we analyzed what STEAM-related subject contents, except mathematical knowledge, are contained in 2009 revised elementary mathematics 6th grade textbooks and teacher's manuals. The STEAM-related subject contents in the textbooks and the teacher's manuals were examined by unit, by semester, and by strand of the content in the elementary school mathematics curriculum. The results are the following: First, in each unit and in each strand of mathematics, the most frequent STEAM-related subject content is storytelling, followed by the STEAM-related subject contents of technology and engineering, natural science, and social studies in order. On the other hand, the number of culture, physical education, music and fine arts contents is very small. Second, the number of STEAM-related subject contents in the textbook for the second semester(textbook 6-2) of the 6th grade year is 61 more than that in the textbook for the first semester(textbook 6-1). The number of non-storytelling STEAM-related subject contents in textbook 6-2 is 107, 2.7 times more than that in textbook 6-1. Third, the teacher's manual for textbook 6-1 is insufficient in complementing the textbook units which lack in STEAM-related subject contents, while the teacher's manual for textbook 6-2 is comparatively good in its complementing role. Therefore, it is recommended that we develop different STEAM materials for our 6th grade mathematics classes.

A Comparative Study of Statistical Processes in Korean and U.S. Middle School Mathematics Textbooks (한국과 미국 중학교 수학 교과서의 통계적 문제해결과정 비교연구)

  • Jeon, Hyewon;Kim, Rae Young
    • Communications of Mathematical Education
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    • v.33 no.4
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    • pp.425-444
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    • 2019
  • Comparing to the U.S. mathematics textbooks, this study examines the opportunity to learn statistical processes represented in mathematics textbooks reflecting 2015 revised curriculum. Analyzing four different kinds of Korean middle school mathematics textbooks and two kinds of corresponding U.S. textbooks for seventh graders, we found that the tasks dealing with all the phases of statistical processes were found only in the U.S. textbooks while not even one task in such a case was not observed in the Korean textbooks. To make matters worse, the proportion of the tasks dealing with only one phase of statistical processes was 93.3% of all the tasks in Korean textbooks. In terms of types of tasks, the types of tasks were very homogeneous in Korean textbooks, usually Types FPR or PR while more various types of tasks were found in the U.S. textbooks such as Types FRI, PRI, FR, or RI. In views of features of each phase in statistical processes, Korean textbooks heavily focused only on some particular statistical behaviors such as 'formulating a problem', 'collecting data', 'transforming data', and 'analyzing a part of data.' The findings of this study provide meaningful implications for improving statistics education and developing mathematics textbooks to enhance students' statistical thinking and problem-solving ability.

Analyzing Tasks in the Geometry Area of 7th Grade of Korean and US Textbooks from the Perspective of Mathematical Modeling (수학적 모델링 관점에 따른 한국과 미국의 중학교 1학년 교과서 기하 영역에 제시된 과제 분석)

  • Jung, Hye-Yun;Jung, Jin-Ho;Lee, Kyeong-Hwa
    • Journal of the Korean School Mathematics Society
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    • v.23 no.2
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    • pp.179-201
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    • 2020
  • The purpose of this study is to analyze tasks reflected in Korean and US textbooks according to the mathematical modeling perspectives, and then to compare the diversity of learning opportunities given to students from both countries. For this, we analyzed mathematical modeling tasks of textbooks based on three aspects: mathematical modeling process, data, and expression. Results are as follows. First, with respect to modeling process, Korean textbook provides a high percentage of the task at all stages of modeling than US textbook. Second, with respect to data, both countries' textbooks have the highest percentage of matching task. Korean textbooks have a large gap in data characteristics by textbook. Third, with respect to expression, both countries' textbooks have the highest percentage of text and picture. Korean textbooks have a large gap in the type of expression than US textbooks, and some textbooks have no other expression except for text and picture. Fourth, tasks were analyzed by integrating the three features. The three features were not combined in various ways. It is necessary to diversify the integration of the three features.