• Title, Summary, Keyword: 교수요목기

Search Result 14, Processing Time 0.042 seconds

A Study on Mathematics Textbook 'Saembon' (교수요목기 초등수학교과서 『셈본』에 관한 연구)

  • Cho, Youngmi
    • Journal of Elementary Mathematics Education in Korea
    • /
    • v.21 no.3
    • /
    • pp.485-503
    • /
    • 2017
  • 'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

  • PDF

Analysis on Korean Middle School Mathematics Textbooks Published in the Syllabus Period Centered on the Concept 'Straight Line' (교수요목기 초급중학교 수학교과서의 내용 구성과 전개 방식 분석 - '직선' 관련 내용을 중심으로)

  • Do, Jong-Hoon
    • Journal for History of Mathematics
    • /
    • v.24 no.3
    • /
    • pp.95-108
    • /
    • 2011
  • In this paper we analyse the contents of middle school mathematics textbooks published in the Syllabus Period centered on the concept 'straight line'and discuss how they are different from contemporary mathematics textbooks.

Analysis of Changes in Expression of School Mathematics Terminologies from the Syllabus Period to the 2007 Curriculum (교수요목기부터 2007 개정 수학과 교육과정까지 학교 수학 용어의 표현 변화 분석)

  • Do, Jonghoon;Park, Ji Hyun
    • Journal of Educational Research in Mathematics
    • /
    • v.23 no.4
    • /
    • pp.491-503
    • /
    • 2013
  • In this paper we analyse how school mathematics terminologies have been changed from the syllabus period to the 2007 curriculum. For this we survey the school mathematics terminologies which have been used since the syllabus period on the 2007 curriculum basis, analyse changes in expression of those, and look through to the characteristics of mathematics terminologies for each curriculum period.

  • PDF

A study on actual state of Korean secondary school mathematics textbooks in the period of syllabus (우리나라 교수요목기의 중·고등학교 수학 교과서 실태 연구)

  • Park, Kyo Sik
    • Journal for History of Mathematics
    • /
    • v.32 no.4
    • /
    • pp.175-193
    • /
    • 2019
  • In this study, middle and high school authorized mathematics textbooks which were used in the period of syllabus are traced. Since the first appearance of authorized textbooks in 1947, 11 types of authorized textbooks written by eleven teams of authors have been used in the period of syllabus. Among them, 5 types correspond to today's middle school textbooks, while 6 types correspond to a combination of today's middle and high school textbooks. Nor were all of them used until 1955. There were changes such as suspending publication, changing publishers, or cancelling authorization.

The Problem of East Asia Notation and Location in the World Geography Textbook (세계지리 교과서에서 동아시아의 지명 표기와 위치의 문제)

  • Kang, Chang-Sook
    • Journal of the Korean association of regional geographers
    • /
    • v.16 no.2
    • /
    • pp.182-200
    • /
    • 2010
  • This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

  • PDF

Analysis of Textbook Contents and Chemistry Teachers' Cognition about Species of Strong Acid in Water (강산 수용액에서의 화학종에 대한 교과서 내용 및 화학 교사의 인식 분석)

  • Go, Hyung-Suk;Kim, Kyung-Eun;Paik, Seoung-Hey
    • Journal of the Korean Chemical Society
    • /
    • v.56 no.5
    • /
    • pp.628-637
    • /
    • 2012
  • In this research, the textbook contents related to the ionization degree of strong acid in water were analyzed from 1945 year syllabus to chemistry II textbook in 2009 revised curriculum. Fifty chemistry teachers' cognition related to the species of strong acid in water, and the relationship between the degree of ionization was surveyed by a questionnaire and interviews. As results, most of the teachers thought the species of strong acid in water based on the degree of ionization represented on the chemistry II textbooks. They didn't recognize the conflict of the degree of ionization and definition of strong acid on the textbooks, and then they awakened the conflict, they could not solve the problem.

Analysis of Chemistry Textbook Content and Teachers' Recognitions about Ionization and Ionization constant of Strong Acid (강산의 이온화도와 이온화 상수에 대한 화학 교과서 내용 및 교사들의 인식 분석)

  • Paik, Seoung-Hey;Go, Hyung-Suk;Jeon, Min-Cheol
    • Journal of the Korean Chemical Society
    • /
    • v.57 no.2
    • /
    • pp.279-288
    • /
    • 2013
  • In this study, we analyzed the values of ionization and ionization constants in the chemistry textbooks developed during 1945-2009 year. The chemistry teachers compared strength of strong acids in aqueous solution by questionnaire. In the questionnaire, we searched chemistry teachers' cognitions about the discordance reason of ionization constant formulation and the values in the textbooks. The subjects were 46 chemistry teachers. As results, the teachers compared the strength of strong acids in aqueous solution based on the ionization and ionization constant values in the textbooks. They didn't notice the problem of discordance of ionization constant formulation and the values in the textbooks. Even though they recognized the problem, they could not find the solution, and thought the problem arrived by experiment error or measurement error.

Angle concepts and introduction methods of angles in elementary mathematics textbooks (초등학교 수학 교과서에 제시된 각의 개념과 도입 방법 분석)

  • Kim, Sangmee
    • Education of Primary School Mathematics
    • /
    • v.21 no.2
    • /
    • pp.209-221
    • /
    • 2018
  • Angle concepts have a multifaceted nature such as quantitative aspects as the amount of rotation, qualitative aspects as geometric shapes, and relationship aspects made with planes or lines. This study analysed angle concepts and introduction methods of angles in elementary mathematics textbooks which have been used from the Syllabus Period to the 2015 Revised Mathematics Curriculum. First, the concepts of angles in mathematics textbooks focus through the definitions, representations, and components of angles presented in mathematics textbooks are analyzed. Secondly, how various aspects of each angle are sequenced through the tasks or activties in the introduction of lesson is looked. As a result of analysis, the methods of introducing angles in the changes of mathematics textbooks have mainly focused on learning about geometric shapes and relations of components. In the mathematics classroom, students should experience various aspects of geometric shapes, rotations, relational aspects of points, lines and surfaces, and support and link them to form a wide range of concepts.

The Systemic Functional Linguistics Analysis of Texts in Elementary Science Textbooks by Curriculum Revision (교육과정 변천에 따른 초등 과학 교과서 텍스트에 대한 체계기능언어학적 분석)

  • Maeng, Seung-Ho;Kim, Hye-Ree;Kim, Chan-Jong;Lee, Jeong-A
    • Journal of The Korean Association For Science Education
    • /
    • v.27 no.3
    • /
    • pp.242-252
    • /
    • 2007
  • This study analyzed the science texts covering 'air pressure' and 'wind' in common with every curriculum from the syllabus period to the $7^{th}$ curriculum in terms of Systemic Functional Linguistics. Important findings revealed in this study were as follows: In the aspect of ideational metafunction, the texts including much scientific information were reduced by curriculum revision. Most forms of information were 'definition' and 'fact' rather than 'principle'. In the aspect of interpersonal metafunction, the gap between students and texts were getting closer and the social position of students were concerned gradually by curriculum revisions. In the aspect of textual metafunction, the ratios of technical terminology and notation were reduced, however the amount of texts in science textbooks were reduced as well. While the subject was presented in the early texts, it was omitted as time went on. The consistency of subject and theme were reduced in the $7^{th}$ curriculum remarkably.

The Socio-semiotic Analysis of Visual Images in Elementary Science Textbooks: Focused on Weather and Forecast (초등 과학 교과서 시각 이미지의 사회-기호학적 분석: '날씨'와 '일기예보'를 중심으로)

  • Lee, Jeong-A;Maeng, Seung-Ho;Kim, Chan-Jong
    • Journal of the Korean earth science society
    • /
    • v.28 no.3
    • /
    • pp.277-288
    • /
    • 2007
  • This study analyzed the visual images covering 'weather' and 'weather forecast' in elementary science textbooks from the Syllabus Period to the 7th national curriculum from the socio-semiotic perspective. The results showed that most of the visual images were 'realistic' which were descriptive of real world phenomena. This means that most of the visual images in elementary science text were familiar to students in every curriculum period. The power relationship in communication between images and students was very complex. The visual images in elementary science textbooks include few geometrical and alphanumeric code in every curriculum period. This study provides a new framework to interpret amount of information, functions of information, structures, and social meanings of visual images. It could be also a beginning stage to introduce the socio-semiotic perspective into choosing visual images for next science textbooks.