• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.59-69
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• 2022

The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

• Journal of the Korean Society for Library and Information Science
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• v.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

• Communications of Mathematical Education
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• v.34 no.2
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• pp.135-160
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• 2020

The purpose of this study is to draw implications for improving the method of reflecting the competencies in Korea mathematics curriculum, by analyzing what competencies are reflected in foreign mathematics and curriculum. As a result of the study, foreign countries were reflecting their competencies in mathematics curriculum in various ways. In France mathematics curriculum, the achievement standards of learning competencies(compétences travaillées) that students should reach by cycle were presented, and the related common competencies(socle commun) were indicated. In Australia's mathematics curriculum, the general capabilities for achievement standards were identified, and the achievement criteria for proficiency strands to be reached by grade level were presented. British Columbia's mathematics curriculum actively reflected its competencies. In the mathematics curriculum, domains were reorganized based on the competencies, and achievement standards of the competencies were proposed. The results of this study will help in improving the ways in which were reflected competencies in mathematics curriculum.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.5
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• pp.235-244
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• 2017

As creativity and problem-solving ability become core competencies, the main objectives of programming subjects in the elementary and secondary educational curriculum is 'computational thinking'. This goal can not be achieved at the level of understanding the characteristics of the programming language and the simple utilization abilities of the computer. The abilities to write algorithms and solve problems in real life situations using programming languages are required. In order to cultivate these abilities, the curriculum of the programming area was strengthened in the elementary and middle education curriculum, and the criteria for evaluating the achievement level were also prepared. However, the curriculum that can be used in actual education field is not yet established. In this study, we analyzed the researches on the existing programming curriculum and evaluated how well the curriculum meets the achievement criteria. Also, we can suggest the aspects to be considered in the study of programming curriculum and to verify whether the results of curriculum operation are in line with achievement criteria. In addition, future directions in elementary and middle school programming curriculum are suggested.

• Communications of Mathematical Education
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• v.15
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• pp.113-117
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• 2003

이 연구는 우리 날 초등학교 수학과 교육과정에서 확률과 통계영역의 내용에 대한 변천과정을 살펴봄으로서, 앞으로의 교육과정 개편에 대한 시사점을 제안하였다. 또한 확률과 통계영역의 내용에 대한 가감과 외국의 예를 밝힘으로서 교수-학습의 기초자료로 활용하도록 하였다.

• Journal of Educational Research in Mathematics
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• v.14 no.2
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• pp.157-170
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• 2004

This study, in the view of the particulars on mathematics, tried to criticize the way how they have reformed mathematics curriculums, which moreover have been executed without any official investigation of the ways up to the recent curriculum. On the basis of these critics, this study suggested a few desirable ideas about how to reform the mathematics curriculum which were investigated from a mathematics educational standpoint. For this purpose this study was executed as followings : first, there has been reflective investigations about the existing ways of reforming mathematics curriculums ; second, there suggested a new way of reforming the mathematics curriculum which we may consider as the way for the future mathematics curriculum reform.

• Proceedings of the SOHE Conference
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• 2003.10a
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• pp.91-91
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• 2003

제7차 국민공통기본 교육과정에서는 교육내용 조직이나 수준별 교육과정의 편성에 있어서 연속성의 보장을 제도화할 수 있다는 특징을 지니고 있다. 다시 말해 학교급별에 따라 교과의 명칭만 다를 뿐 교과의 성격, 목표, 지도내용 등에서 체계적으로 편성되었다는 특징을 지니고 있다. 그러나 이러한 취지와는 달리 교육과정 구성에 있어서는 다르게 조직되었다. 특히 의생활 교육내용의 경우 일부 학년에 국한되어 제시되고 있거나, 내용구조도 체계화되어 있지 않다. 이것은 7차 교육과정에서도 의생활 교육내용이 체계적으로 편성되지 않았다는 것을 의미한다. 따라서 본 연구는 제7차 교육과정에 따라 집필된 초$\cdot$중$\cdot$고등학교 교과서를 중심으로 의생활 교육내용의 체계에 관하여 연구하고자 하였다. 이를 바탕으로 앞으로 가정과 교육과정에서 의생활 교육내용의 조직과 선정에 기초자료를 제공하는데 목적을 둔다. 교과서 분석에는 체계적 내용분석(systematic content analysis) 방법을 채택하였다. 체계적 내용분석은 교육내용의 임의적 서술을 체계적으로 정리하는 것을 의미한다. 의생활 교육이 그 가치와 위치를 정립하려면 그 분야만이 가지는 독특한 영역이 있어야 하는데 이는 체계적인 이론을 통해서만 드러낸다. 체계적인 이론은 우리가 교육현상을 바르게 지각하고 이해하며 그 실체를 볼 수 있게 하는 틀을 마련해 준다는 의미에서 이 방법을 채택하였다.

• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.1-18
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• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.821-824
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• 2006

지식 정보화 사회에서 사회구성원들이 원활히 생활하고 당면한 문제들을 알고리즘적 사고에 바탕에 두고 해결하기 위해서는 컴퓨터교육이 필수적이다. 그러나 현행 초 중등과정에서 컴퓨터 교육과정을 살펴보면, 도구적 관점에서 문맹탈피를 위해 특정한 응용 소프트웨어 사용법을 가르치는 단순한 컴퓨터 소양, 활용교육 중심으로 교육과정이 편성되어 있다. 본 논문에서는 미국의 초 중등과정에서 컴퓨터 교육과정 개발에 관련된 기존 연구를 소개하고, 이를 기반으로 초 중등과정에서 컴퓨터과학 교육과정을 새롭게 제시하고자 한다. 이 새로운 교육과정의 특징은 컴퓨터교육을 도구적 관점이 아닌, 컴퓨터과학의 관점에서 소양, 활용, 과학교육을 포괄하도록 구성되어 있다.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.629-644
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• 2017

Purpose: This research aims at exploring what early childhood teachers experienced in the teachers' community for the national-level curriculum implementation while participating in group consulting. Method: The participants were 10 teachers working at the day care centers located in the capital area. They had joined this study for 9 months, sharing and practicing various strategies related to curriculum implementation through community-based group consulting. Result: First, the teachers came to understand the frame of curriculum from a different point of view. Second, the teachers focused not only on the contents of education but on the methods of education, and shared the forest of feasibility crossing educational plans and the reality. Third, they found various methods to solve the problems and learned transformation ways in the context of curriculum implementation. Fourth, it was verified that nevertheless, there was still complicated and situational dilemma in curriculum implementation. Conclusion: The community-based group consulting was meaningful for the early childhood teachers because it enables them to enhance their professional techniques for the curriculum implementation.