• School Mathematics
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• v.6 no.2
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• pp.181-211
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• 2004

Recently, there are many countries which have tried to renew mathematics curriculum in the world. The study aims to induce useful implications for improving our mathematics curriculum through reflections on revised mathematics curriculums in many countries. In order to attain these purposes, the present paper reflects systems and contents of mathematics curriculum of Germany, which is not well known to us in spite of old mathematical tradition including Klein's theory for mathematics education. But there are inherent mathematics curriculum for each state in Germany Therefore this paper analyzes mathematics curriculum in state Nordrhein-Westfalen. Under these analyses, implications for our mathematics curriculum are discussed.

• School Mathematics
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• v.13 no.2
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• pp.323-343
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• 2011

The study of 2011 education course revision proposal suggests that middle school level function shall be taught with emphasis on its role as tool to understand the situations of actual world, and the concept shall be extended in high school into formularized setting that integrate various fields based on middle school function. In revising education course, the circumstances of other countries are desired to be considered to keep abreast of international standard education courses. In this study, the textbooks of Gesamtschule a general school a school type similar to the education system in Korea among various school forms of Germany were selected to look into the characteristics of function introduction and teaching & learning in Germany, and the textbooks were compared and analyzed with those of Korea. As a result of comparison and analysis on the system and contents with emphasis on function area, German textbooks differed from the 7th revised education course on the introduction of function concept, contents development method and method of instructing on graph etc. Such differences are anticipated to serve as data for reference in the development of revised education courses and textbooks in Korea.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.1-10
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• 2019

With the advent of the age of the 4th Industrial Revolution, countries around the world are reinforcing informatics education to cope with changing society. The purpose of this study is to analyze the trends in German informatics education through the analysis of the German informatics curriculum, and provide implications for the informatics education of Korea. The analysis of German informatics education focused on the contents and changes of the informatics education of Bayern, which can be said to be the center of German education. As a result of this analysis, first, elementary education approaches 'informatics' from the viewpoint of integrated curriculums. Second, secondary education provides education that makes it possible to experience theory and practice by securing sufficient credit hours. Third, they reflected informatics subjects in entrance examinations, and sufficiently ensured links to higher education. This analysis confirmed that systematic informatics education requires many credit hours from elementary education, and links with secondary and higher education must be taken into consideration.

• Journal of The Korean Association of Information Education
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• v.20 no.4
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• pp.421-432
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• 2016

The 21st century computer education is very important for the future generations in the knowledge and information society. Therefore, developed countries that are the US, UK, and Germany, it is very important to find out how the computer education. In the US, the NETS and ACM K12 curriculum are investigated, In the UK and Germany national level computer curriculums are looked out. USA, UK, and Germany's curriculum includes computer science, information technology, digital literacy, and computer curriculum is independent, at least in the elementary schools computer education can be seen that more than 17 hours. After the revised national curriculum at 2015 is amended in korea. compared to the developed countries to derive the problems of the Korean revised national curriculum 2015. The revised 2015 Korean elementary school computer education, has no identity because it is not operated as an independent subject. Software will include education only. A very limited time of 17 hours may be a problem.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.117-132
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• 2020

The purpose of this study is to examine the lifelong education policy in Korea and Germany, focusing on the historical transition process, and to explore desirable ways to develop the lifelong education policy in Korea. To this end, We compared and analyzed Korea and Germany's lifelong education policy using research papers on lifelong education and practical data published by BMBF, DIE, DVV, EAEA, UIL, and NILE. As a result of the study, German lifelong education policy has improved social and vocational professionalism running programs suitable for the characteristic of region, Korean lifelong education policy lacks civic education in terms of local lifelong education due to political sensitivity. In addition, Germany is expanding the participation rate of lifelong education by constructing an environment where it is easy to participate in lifelong education, while Korea's participation rate in lifelong education is lower than that of advanced OECD countries. At last, the German lifelong education policy pursues a natural change in the needs of the society, the ideological principle of which require education be independent. On the other hand, the study confirms that Korean lifelong education policy tends to be controlled by the central government. As a result of this study, Germany's lifelong education policy provide the following implications for Korea's lifelong education policy. First, This dissertation emphasizes the need for the learner-centered operation as the needs of educational consumers become more diverse. Secondly, It highlights the need for activation of lifelong education in career education. Third, The expansion of the lifelong education budget to support good quality lifelong learning. Fourth, Holistic and long-term system for sustainable lifelong learning society needs to be structured.

• Archives of design research
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• v.11 no.1
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• pp.199-207
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• 1998

The foundation courses of industrial design from Bauhaus to today is, a delivery room of modern industrial design, played an essential role of the image formation in the current German design. In the foundation courses of industrial design that is required in our society, not only the concept gestalt should be understood, approached to industrial design through the integrated meaning of science and culture. In this paper, the historical establishment background of gestalt universities that contributed enormously to the development of German industrial design was analyzed, and then tried to understand the fundamentals of German design education. Also the results of the foundation courses at Bauhaus, Vim university and current German gestalt universities are compared to the products, which illustrates a typical German Image. With this comparison, the importance of the role of the basic design education was recognized, and using the results the necessary direction of the foundation courses in Korean industrial design was presented.

• School Mathematics
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• v.3 no.1
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• pp.131-153
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• 2001

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.

• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• 전기의세계
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• v.23 no.3
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• pp.15-20
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• 1974

구라파 학제는 우리학제와 흡사한 미식 학제와 많이 달라 이해하기 힘든점들이 없지 않다. 소론에서 독일대학의 학제를 살펴보며 특히 공과대학의 위치와 전기 및 전자과의 교과과정을 소개하고저 한다. 소론을 통해 오늘날 다시금 대두되고 있는 시대성에 맞는 공대교육, 공과대학의 교육이념 등을 전통적인 독일학제를 살펴봄으로 다소나마 엿볼수 있으면 큰 다행으로 생각한다.