• 대한공업교육학회지
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• v.34 no.2
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• pp.87-102
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• 2009

The aim of this study is to select lesson contents of "Manufacturing Processes" textbook and to provide means to improve the compilation strategy based on the 2007 revised national curriculum. For accomplishing this purpose of the study, reviews of "Manufacturing Processes" textbook by 7th national curriculum and questionaries are conducted. Contents organization of lessons is done by specialists. The results are as followed: first, Changing in contents organization of units and chapters in "Manufacturing Processes" textbook based on the 2007 Revised National Curriculum is confirmed. Second, learning subjects of lessons are reformed and complemented. Third, contents organization of units, chapters, lessons are indicated.

• Journal for History of Mathematics
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• v.26 no.1
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• pp.103-118
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• 2013

The purposes of this article are to discuss how mathematics classroom in the departmentalized classroom system can be established for effective education, and describe current efforts within departmentalized mathematics classrooms toward achieving this goal. A departmentalized mathematics classroom would be most effective in improving education if implemented after comprehensive preplan for the specificity of the subject and characteristics of students depending on their grades and levels in their unique school environment. Continued investigation for effective communication of teaching and learning methods in a mathematics classroom will be a key component to set a departmentalized mathematics classroom up and to improve the quality of education.

• The Journal of the Korea Contents Association
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• v.9 no.12
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• pp.900-911
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• 2009

This paper analyzes user preferences on the basic structure of digital textbook contents based on the PDF and HTML formats. This was conducted by analysing the data from an online survey on user preferences for the representative structures of the PDF- and HTML-based digital textbook contents that are currently used on the Web. Results show that in the PDF format, the structure with TOC(Table Of Contents) links on the left screen and the main content on the right was most preferred by 82% of the respondents. In terms of the viewing method, the one that presents one page of the textbook fitted to the width of the computer screen in a single-page view was regarded as the best. Similarly, in the HTML format, the structure with TOC links on the left frame and the main content on the right using 2-frames was revealed as the most preferred by 84% of the respondents. However, the structures of the PDF- and HTML-based digital textbook contents employed by most existing Web sites go against the users' preferences. Accordingly, for digital textbook development in the future, user preferences must be considered to allow students to read the contents more easily and conveniently.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.73-79
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• 2004

정보 교과 교육과정의 평가에 관한 연구는 기존의 교육평가의 연구와 마찬가지로 대부분 평가 방법에 초점을 맞춘 특징을 보인다. 타일러에 의해 교육과정의 한 영역으로 자리잡은 교육평가는 구성주의 이론의 발달과 더불어 결과중심 평가에서 과정 중심평가로 관점이 이동하고 있으며 형성평가, 협동학습에 네트워크를 적용한 연구가 활발하게 진행되고 있다. 본 연구는 구성주의 이론을 바탕으로 세부 구성 요소들에 대하여 평가 구성요소 분류 개념에 따라 각 국의 정보교과교육과정 평가 체계를 고찰하였다.

• School Mathematics
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• v.17 no.4
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• pp.555-570
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• 2015

General and subject guideline for new curriculum are confirmed and plan to announced on September 2015. The development of instructional materials according to them will proceed. Because textbooks have the role and function to determine and control the direction and scope of teaching and learning, Textbook plays a very important role in the situation where teachers and students meet. Thus we get a significant effect depending on the structure of textbook. In this study, we analyzed differences of detail learning content according to high school textbooks focused on utilizing of definite integral. After creating the questionnaire based on it, The survey was conducted targeting for 369 high school mathematics teachers belong to 14 education offices of cities and provinces are polled out by accidental sampling method. Analyzing the results of the survey, We searched various teaching and learning method that arise due to differences of detail learning content according to high school textbooks and thereby it explored the impact on students' mathematics learning. Through this, Our intention is to offer implication about the structure of textbook detail learning contents and to derive the improvements about textbook compilation system.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.488-495
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• 2012

From 2011, newly developed Information textbook will be given to high school students. This research investigates contents of the new Information textbook and attempts to offer improvement of the book, which were compiled according to the 2007 Revised Curriculum. This thesis aims to make a comparative analysis of the contents and structure of six Information textbook which passed the screening. The structures of six textbooks were examined under four sections, which are overall structure, relative importance in the textbook, development method, and evaluation type. Moreover, for analyzing the contents, the research investigated the number of the major concepts that are dealt in the textbooks. The results show that there are too many difficult concepts for high school students and reveals that there are big difference in the contents and construction among textbooks. This research suggests how the textbook should be revised in the light of the contents, construction, terminology, and practical training.

• Journal of Korea Society of Industrial Information Systems
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• v.16 no.2
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• pp.191-198
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• 2011

In this paper, we examine the different viewpoints of teachers and undergraduates on middle school informatics textbook. For this research, a survey is conducted on middle school informatics teachers and undergraduates who are preparing the state examination for informatics-computer teachers. Items of the survey were chosen to investigate the level of completion on the contents and structure of the textbook and to examine overall satisfaction with the textbook. Seven items concerning the level of completion are based on national textbook authorization criteria. A t-test was performed to analyze meaningful difference in perception of textbook between the teacher and student groups. The result shows there is meaningful difference on two items which are 'compliance with informatics curriculum' and 'content selection and organization'.

• Education of Primary School Mathematics
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• v.15 no.1
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• pp.41-52
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• 2012

The korean mathematics textbooks according to the 2007 revised mathematics curriculum and the MiC textbooks are similar in that they introduce mathematical materials in real life situations and are composed in such a way that require students to form their own mathematical concepts. However the MiC textbooks are focus more on situation-centered problems and context-centered problems where a set of procedures need to be followed in order to arrive at an answer. So, this paper is aim at comparing the units of statistics in the korean mathematics textbooks and the MiC textbooks in order to find the implications for writing textbook. By comparing the specific content and the used methods, I found Korean textbooks focused on understanding concepts and spending less time surveying and collecting data. On the other hand, MiC textbooks used activities that real mathematicians would be involved with, such as surveying and analyzing data to compose mathematical concepts.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.2
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• pp.263-289
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• 2017

New mathematics textbooks for elementary school students are under development according to the 2015 national revised curriculum. Not only contents but also framework of textbooks may be interesting to the mathematics educators and researchers. Considering the high dependency on textbooks in elementary classrooms, the influence of the framework of textbooks in mathematics learning cannot be overlooked. The unit and lesson frameworks of the textbook are important because they are directly related to the quality of mathematic lessons, especially when teachers make a lesson plan based on the unit and lesson frameworks of the textbook. This study is to analyse the unit and lesson frameworks of elementary school mathematics textbooks and to find out elementary school teachers' preference about its analysed key points. For longitudinal analysis, we selected 3rd-grade mathematics textbooks of 5th, 6th, 7th, the 2007, and the 2009 national revised curriculums. For horizontal analysis, we selected 3rd-grade mathematics textbooks of Korea, Japan, United States and Finland. We compared unit and lesson frameworks of various textbooks, and abstracted key elements of the textbook frameworks, and constructed survey questions. Looking at results from survey questions based on analysed key points, we were able to grasp the teachers' preference for unit and lesson frameworks for mathematics textbook. Based on the results of this study, some implications for the development of framework for new mathematics textbooks are suggested.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.412-422
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• 2018

The purpose of this research was to compare structural organization of North Korean English textbooks pre and post North Korean 2013 curriculum revision. 5 revised textbooks were selected and compared with old textbooks. First, revised textbooks are dramatically changed into colored printed edition. Second, there appears phrases related to Kim Jong Un for the very first time in the preface. Third, while old textbooks emphasized only reading and writing skills, new textbooks integrate 4 skills. Fourth, new textbooks follow united organization system according to the kinds of school; 7 sub skills of Reading, Listening, Speaking, Writing, Grammar, Vocabulary, Pronunciation for general high middle textbooks and 5 sub skills of Listening, Speaking, Reading, Writing, English in Use for the first high middle textbooks. Also, new textbooks integrate English and other subject contents such as science, geography or computer. Finally, the changed structure organization of new textbooks seems to be similar with the ones of English books in the reference which is presented for the first time in North Korean textbooks.