• 대학교육
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• s.133
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• pp.14-20
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• 2005

한국 고등교육의 질적 성장 단계를 이끌어가는 데 있어서 국립대학교의 역할이 크게 기대된다. 무엇보다도 국제적 경쟁력을 가진 대학을 만드는 데 있어서 국립대학교가 앞장서지 않을 수 없다. 구조적 압력에 노출되어 있는 사립대학들보다 그 재정을 국가가 책임지고 있는 국립대학들이 훨씬 더 용이하다고 볼 수 있다

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.7
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• pp.4139-4147
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• 2014

The aim of this study was to review the characteristics of teacher education curriculum and reform tendency between China and Korea. This study used literature analysis of various studies, catalogs, documents of education universities in China and Korea. The results were as follows. Some common features in the teacher education curriculum were observed, such as the purposes of education, constituent area of the curriculum, and subjects, such as pedagogy and practice teaching. Other differences included that China requires more credits for graduation than Korea, but the elective subjects are assigned fewer credits. In both countries, it is necessary to increase the relevant subjects (pedagogy, practice teaching) for the specialty of a preliminary teacher and establish a permanent system for the curriculum needs of students. In terms of reform tendency, both countries should change the training concept and teacher education philosophy, mainly on enhancing quality-oriented education, emphasizing the students' sustainable self development ability, as well as attaching importance to concept of lifelong education. These results are expected to be helpful in improving the teacher education curriculum in China and Korea.

• Journal for History of Mathematics
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• v.17 no.4
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• pp.77-86
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• 2004

Felix Klein profoundly influenced mathematical developments throughout the world by showing a new direction for modem geometry. He also influenced the lives of excellent scientists like Einstein by reforming mathematical education. The first Felix Klein medal of the Internal Commission on Mathematical Instruction was awarded at ICME-10 in July of 2004. In this article, we discuss Klein's Erlangen Program and investigate his influence on modem mathematics and mathematical education with this medal as momentum.

• 대학교육
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• s.73
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• pp.79-90
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• 1995

이 글에서는 우리나라 고학력화 현상의 원인을 봉건주의 시대 이후 일제기까지 형성된 교육요구, 그리고 교육자격의 예비직업자격 기능, 사회이동 통로로서의 학교교육 및 노동시장 분절 그리고 중간층의 증대를 중심으로 살펴볼 것이다. 우리 사회에서 고학력 선호경향이 쉽사리 가라앉을 전망은 없어 보인다. 우리 사회의 경우, 우리의 가치관에서부터 사회제도에 이르기까지 모든 요소들이 고학력에 대한 열망을 부추기고 있기 때문이다. 이러한 측면에서 볼 때, 고학력화 현상에 대한 문제는 개인의 능력.개성.특성이 존중되어 '삶의 질'을 만족스럽게 높여줄 수 있는 방향으로의 제도개혁과 함께, 나의 자식만을 위한 교육이 아닌 '우리들의 자식을 위한 교육'이라는 의식개척이 동시에 이루어져야 해결될 수 있을 것이다.

• Korean Journal of Comparative Education
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• v.27 no.3
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• pp.161-184
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• 2017

This study aims to draw implications by analyzing the direction of the reorganization of French teacher policy focusing on ESPE which was introduced in 2013 according to the flow of French education reform. When looking at the major changes in the French teacher training system, three revisions have been made over the last 25 years and starting from IUFM introduced in 1991 and through in 2009, ESPE, a new teacher training institute, has been introduced in 2013 and been running. ESPE is an independent professional teacher training institution for educating teachers (from kindergarten to university) as well as education specialists and the understanding of ESPE has a significance in that it can see the direction of reform of French teacher policy in the fact that all advantages of the former system is succeed at maximum and the disadvantages are complemented. When looking at the major reorganization direction of French teacher policy, first, it has strengthened its position as a research teacher by connecting teacher training with the master's degree program. Second, it pursued the balance between theoretical education and field training in teacher training. Third, eligibility criteria of teacher training become diversified and it's downgrading from master degree to bachelor degree. Fourth, teacher training, teacher recruitment exam, master degree in teaching and teacher certification are linked each other. Fifth, teacher training is made in two aspects, teachers as well as education specialists. In conclusion, French teacher policy has a great significance in terms of the fact that the will of reform improving the quality of education ultimately through establishing the status as research teacher and improving the quality of teachers can be seen.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.645-668
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• 2014

This study was designed to gain insights into contemporary secondary mathematics curriculum revision in Korea. The two secondary mathematics curriculum reports submitted in the 1920s, the Kilpatrick Reports and 1923 Reports were compared and contrasted as the origin of recent math wars, and their backgrounds, committee members, viewpoints of math and math education and contents were analyzed to understand the perspectives of the two extreeme parts. Kilpatrick Reports was selected at that time, but nevertheless 1923 Report had taken a role of guiding secondary mathematics in US until the New Math era. The direction and process of mathematics curriculum revision were suggested based on the analysis of reports' short- and long-term influences. A close examination of the curriculum revision process in US and in Korea and the implications from the results are also included in the suggestion.

• School Mathematics
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• v.9 no.3
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• pp.409-426
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• 2007

The relevance of secondary school algebra focused on paper and pencil manipulation has been reconsidered along with the expansion of universal education and the development of ICT such as computer or calculators. This study was designed to investigate the issues and trends of the recent algebra so as to provide implementations for algebra curriculum in Korea. The focus of algebra education has being shifted from paper pencil manipulation to algebraic thinking. The early algebra or informal algebra is one of the important traits of revolution, and the role of ICT is integrated in newly developed curricula. In Korea, algebra education has been retaining the traditional line even though the national curriculum documents allows ICT for instruction. The reasons of these discrepancies were analyzed and the tasks for the new curriculum in accordance with the current trends were suggested in this paper.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.261-266
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• 2007

21세기는 정보통신매체가 주도하는 정보화 사회, 멀티미디어 시대로 우리나라에서는 지식정보사회에 필요한 인력 양성을 위해서 교육 개혁을 지속적으로 추진하고 있다. 이의 일환으로 학교에 교육용 소프트웨어를 보급하여 실제 교수 학습에서 활용하고 있는데, 그 형태가 선진 주요국에서 나타나지 않고 국내에서만 나타나는 독특한 형태이다. 이에, 본 연구에서는 국내에서 활용되고 있는 교육용 소프트웨어의 유형을 분석하고, 국내외 교육용 소프트웨어의 활용 수준을 조사한 후 실제 교수 학습에 교육용 소프트웨어를 투입하여 튜토리얼형 교육용 소프트웨어의 효과에 대해서 알아보고, 국내의 교육용 소프트웨어의 활용 방향과 향후 교육용 소프트웨어의 개발 방향을 제시하고자 한다.

• The Journal of the Korea Contents Association
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• v.16 no.6
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• pp.114-122
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• 2016

For the correct settlement of 'drama' subject mentioned as a new art subject within school education of Korea, this paper deals with the relevant contents by using German drama education equipped with the systematic educational system in the world as an objective model. First, analyzing the historical correlations between German school and drama education, this paper refers to the settlement process of drama education in German school after the enforcement of educational reform policy in Germany of 2009, and also the direction and characteristics of drama class. Such a research background contains the objectives to directly/indirectly verify the suitability of drama education for the suggestion of convergence(integrated) education and increase of creativity required for the current Korean school education, and also to be helpful to the establishment of institutional directions for Korean culture & art education in the future.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.145-169
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• 2017

The purpose of this study is to investigate the influences of educational policy transfer on transitional countries by analyzing the impacts of the Bologna Process on the educational systems of former socialist countries in Europe including Russia, Ukraine, and Hungary. For this purpose, documents published by European Union and its associated educational institutions, as well as academic institutions and scholars were analyzed to evaluate the changes made not only in the systemic level but also institutional and personal levels. The Bologna Process, instigated by the rise of knowledge economy and globalization, is purported to be the most influential educational reform conducted by the member countries since the formation of EU. However, unlike its original intentions to promote the voluntary participation of universities and students, the Bologna Process strengthened the structure of centralized bureaucracy in the educational systems, and restricted the freedom of professors, since most of the universities in these countries relied on governments for their funding. This indicates that in analyzing the influences of educational policy transfer in transitional countries, it is important to analyze the roles and motivations of actors participating in the decision-making processes. Moreover, Bologna Process reforms, made under the direction and control of government, were often turned into cases in which administrators hurriedly implement new policies against the will of faculty members and students, thus impeding the efficient localization of the reforms. This case, thus, implies that while educational reforms driven by policy transfer can change external systems and policies of universities, the fundamental reforms in the minds of faculty and inner workings of organization can only come about after a careful consideration of the societal and cultural values embedded within society.