• Title/Summary/Keyword: 사회과교육

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The Changes in Goals and Contents of Geography Education according to the Structural Change of Integration in the Korean Social Studies Curriculum: The Case of the Middle School (우리나라 사회과교육과정의 통합구조 변화에 따른 지리교육의 목표와 내용 변화: 중학교를 중심으로)

  • Park, Sunmee
    • Journal of the Korean Geographical Society
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    • v.51 no.6
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    • pp.935-955
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    • 2016
  • This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

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Elements and Implications of Social and Emotional Learning in the Home Economics Education Curriculum (가정과 교육과정에 담긴 사회정서학습 요소 및 시사점)

  • Jo, Hyunsub;Choi, Saeeun
    • Journal of Korean Home Economics Education Association
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    • v.35 no.1
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    • pp.15-34
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    • 2023
  • This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

Analysis of Social Studies Textbooks Application for Universal Design for Learning for Students with Disabilities (장애학생 통합교육 사회과 교수·학습자료의 보편적 학습설계 적용 분석)

  • Lee, Okin
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.1
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    • pp.1-8
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    • 2022
  • This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.

Design of Tutoring module in a Multimedia Intelligent Tutoring System for Training Appropriate Rehabilitation Skills (장애인을 위한 지능형 멀티미디어 교육 시스템에서의 교수모델 연구 및 구현)

  • 이정근;심임섭
    • Proceedings of the Korean Information Science Society Conference
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    • 1998.10c
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    • pp.691-693
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    • 1998
  • 현대 사회는 정보화 사회이다. 이러한 흐름은 사회 모든 분야에 응용되어 사용되고 있다. 특히 컴퓨터를 이용한 교육분야에 있어서는 Text 에 의존된 교육에서 멀티미디어를 이용, 실제 상황에 근접한 상황학습을 통한 시스템이 개발 사용되고 있다. 장애인 재활 교육에 있어서도 멀티미디어를 이용한 상황학습은 장애인의 교육에 많은 도움을 줄 것이다. 이 논문은 장애인의 사회 적응을 위한 재활 교육 시스템에서 장애인들에게 어떠한 교육을 할 것인지를 결정하고 실행하는 Tutoring Module이다.

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A Study on 'Cultural Diversity' Contents for a Global Citizenship Education from Social Studies (사회과에서 세계시민교육을 위한 '문화 다양성'수업 내용 구성)

  • Kim, Da-Won
    • Journal of the Korean association of regional geographers
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    • v.16 no.2
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    • pp.167-181
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    • 2010
  • The multicultural society under globalization have made an impact on the education since the end of 20th century. This study is for the theoretical approach and presentation of method about global citizenship education in globalization & multicultural society today. As an education which is suitable in the globalization & multicultural society I present 'cultural diversity' education. The 'cultural diversity' education for fostering global citizenship is needed to enhance the cultural sensibility while learning other cultures. The 'cultural diversity' education is having the values of human rights, fairness, diversity respect and living together. So I present the study lesson plans of 'cultural diversity' education for a global citizenship education from elementary school 6 grade social studies "Natural environments and cultures of world regions" chapter.

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지역별 여성농업인 교육 프로그램 개발방향에 관한 비교연구

  • 김경미;최윤지;안영미;심화섭
    • Proceedings of the Korean Society of Community Living Science Conference
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    • 2004.05a
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    • pp.160-160
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    • 2004
  • 도로 등 새로운 교통망의 개통, 정보화 인프라의 진전 등은 농업환경의 변화 못지 않게 농촌사회에 영향을 미치는 주요 요인이다. 또한 변화를 수용하고 잘 적응하게 하기 위한 가장 좋은 도구로 교육이 강조되어왔다. 그러나 농촌사회의 절반을 차지하며 농업생산의 주요 노동력인 여성농업인의 경우, 교육 프로그램이 매우 많으나 산만하게 제공되고 있어 교육효과를 제대로 내지 못하고 있다는 일부 비판이 있음에도(김영옥ㆍ김이선, 1999) 사실상 수요자 입장에서 충분하지 못한 것으로 평가되고 있다. (중략)

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Achievements of the Korean Home Economics Education Association Throughout Its 30 Year History and Future Vision and Mission of Home Economics Education (한국가정과교육학회 30년 역사의 성과와 가정과교육의 미래 비전과 사명)

  • Yoo, Taemyung;Yang, Ji Sun;Ju, Sueun;Yu, Nan Sook
    • Journal of Korean Home Economics Education Association
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    • v.31 no.4
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    • pp.163-192
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    • 2019
  • This study was conducted to reflect on the 30th anniversary of the Korean Home Economics Education Association(hereafter KHEEA) and to put forth a vision and a mission statement. To meet this purpose, first, reflection points were including the achievements of KHEEA for the last 30 years, the status of home economics education, themes of the bi-annual conferences of the Association, and the social contribution of home economics teachers. It was revealed that research and instruction in home economics education thrived by addressing social needs through its efforts in its 30 years of history. Second, a vision and a mission of home economics education were proposed in order to explore the prospective role of home economics education. The sharing of vision and mission functions as an ideal value and goal that home economics education as a profession should pursue, and it leads home economics professions to the direction that it should pursue. From this study, acting on a vision and a mission of home economics education, will lead to the development of a free individual, free society and sustainable environment, ultimately achieving the total well-being of individuals and families, society, and environment. This study reached the conclusion that the role of home economics education will become more prominent in the future society.

The Study of Experiential Learning on Web-Based Cyberspace for Constructive Education of Social Studies (구성주의적 사회과교육을 위한 웹기반 가상공간에서의 경험학습방안)

  • Hwang, Hong-Seop
    • Journal of the Korean association of regional geographers
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    • v.4 no.2
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    • pp.201-217
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    • 1998
  • This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

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Reconsideration of the Change in the Past Korean Elementary Mathematics Curriculums -In the View of Ernest's Philosophy of Mathematics Education- (우리나라 초등학교 수학과 교육과정의 변화 경향 재고 -Ernest의 수학교육철학적 관점에서-)

  • 백석윤;이명희
    • School Mathematics
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    • v.5 no.2
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    • pp.151-165
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    • 2003
  • So far there have been intermittently quantitative and syntactic analyses of the past elementary mathematics curriculums to comprehend elementary mathematics education in Korea. However, we think we also need qualitative and semantic analyses to comprehend and examine the past elementary mathematics curriculums exactly and so to look out on our future elementary mathematics education. Generally, school mathematics curriculum reflects both the philosophical aspects of mathematics itself that form the background of the philosophy of mathematics education and the sociological aspects in real mathematics class that could be the output of the curriculum. With this view, the logic of the social constructivism can be an appropriate way that leads mathematical philosophical analysis and sociological analysis in mathematics education. With this kind of method of analysis we got the results that: the past Korean elementary mathematics curriculums mainly have the tendency from the ideology of the progressive educator(the 1st) to of the technological pragmatist(the 2nd), from that of the old humanist(the 3rd and 4th) to the progressive educator(the 5th and 6th) again, and lastly that of social constructivism(the 7th).

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