• School Mathematics
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• v.5 no.1
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• pp.27-42
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• 2003

The current 7th National Mathematics Curriculum had been developed as a learner-centered curriculum and begun to apply to high school since 2002. This paper discusses issues related to the high school mathematics curriculum application into high school. The mathematics curriculum for grades 11 and 12 was developed primarily as a learner-centered one to provide five elective courses according to the needs of students based on their future occupation and attitudes. Discussion starts with the differences of the five elective courses: the three of them have dependent and sequential structure and the two are totally different with regards to their levels of difficulty and the content they span. It is claimed that the frameworks of the 2005 National Ability Test for the College Entrance and the minimal enrollment requirements of several influential colleges' admission policy make the high school mathematics education very rigid, unflexible, and anti-educational. Several suggestions to recover and imp-rove the high school mathematics education and the spirit of the 7th curriculum are presented.

• Journal for History of Mathematics
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• v.23 no.4
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• pp.83-100
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• 2010

This paper is to raise several questions in teaching the Graph and Linear Transformation complied with the Mathematics Amended Curriculum announced in 2006 Aug. and then to formulate a plan accordingly. For this, we'll take a good look at the prior studies on the Graph and Linear Transformation after the announcement of the 7th School Curriculum along with the changes in their contents through the process of curriculum. Then we'll check over learning factors of the Graph and Linear Transformation in all 27 kinds of the authorized textbooks - 'Mathematics I', 'Applications of Mathematics', and 'Geometry and Vectors' - and 27 kinds of exercise books issued on 2009. By this, we put measures which improve understanding and apply correctly to the Graph and Linear Transformation in the Mathematics Amended Curriculum to high school teachers.

• Journal of the Korean Institute of Educational Facilities
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• v.21 no.6
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• pp.3-12
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• 2014

After the introduction of the 7th education program, educational facilities have been requested to change to face new curriculums and have been planned. The purpose of this study is to fill up a gap between the study of education facilities, building planning and real educational spot and also find difference of plan composition by analyzing latest middle school floor plans. In this regard, floor plans of 8 middle schools proposed in LH design competition is compared and analyzed in this study. To sum up this analysis, the guide lines suggested from Korean educational development institute(KEDI) has not been followed in many building planning. For subject classrooms, guide lines from KEDI were ignored and support facilities did not planned as necessary space calculated through scale estimation program. To select a planned proposal in the future, demand of scale estimation, various studies, real educational spot and etc. should be reflected.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.269-274
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• 2008

초등 음악에서 전통 국악이 차지하는 비중이 점차 커지고 있다. 하지만 정간보라는 대표적인 국악보가 있지만 제재곡의 대부분을 서양 악보인 오선보로 표기하고 있다. 제7차교육과정에서 단소 연주를 위한 한글 율명의 가로 정간보를 도입하였지만 오션보로 표기된 제재곡과는 별개로 등장하여 연관성이 부족하다. XML은 고정되지 않은 마크업 언어이며 확장성이 높고 재사용하기가 쉬운 보편적인 포맷으로 차세대 인터넷 표준 언어라고 불린다. 이에 본 논문에서는 단순히 그래픽 형식의 오선보와 정간보를 동시에 제시하는 것이 아니라 초등 국악보의 공통된 정보를 찾아내어 연관성을 제시하고 XML을 이용하여 표준화된 초등 국악보 정보를 제공하고 플래시 스크립트를 활용하여 웹으로 표현하는 시스템을 설계하고자 한다. 이런 표준화된 정보로 국악교육에서 오선보와 정간보가 일관성 있게 사용이 될 것을 기대하며 나아가 동일한 표준정보를 활용하여 세로 한자 정간보의 표현 등으로 확장될 것을 기대한다.

• Journal of the Korean Institute of Rural Architecture
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• v.3 no.3
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• pp.69-83
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• 2001

Based on year 2000 the 7th Educational curriculum is applied to students in elementary school 1~2 grade and it will be applied to middle school students in year 2001 and will be fully operated to the whole grade in 2003. In year 2004 it will be enforced to the whole grade in elementary middle high school. As like these changes of the educating surroundings it must emergence the uniform educations and system. It should be prepared for the age of worldwide, informational and diversity to educate in a new way. After all these changes of the educational courses will be effected to school institution and courses of elementary school and middle school to change. You can tell about the course of study in elementary school and middle school has already been in touch, by the 7th educational curriculum. The educating courses are all organized with elementary school to high school by time dividing. Like this diversified background, it is true that the study of the efficient operation of Integrated elementary school and middle school operations and a small group of schools that are just to be assimilated or also to be abolish, was not enough. So, in this course of study by looking through the policy the Integrated schools will be increasing and the 7th educational curriculum to contact by this result the educational facilities are required and for that the purpose is to design a architecture for the Integrated elementary school and middle school operation.

• 대한공업교육학회지
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• v.31 no.2
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• pp.128-154
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• 2006

In the knowledge-based society, the quality of education is the core factor of national development. Above all, for improving educational quality, it is important to advance teacher's quality. Therefore, in order to maintaining high-level quality of education, it is required to select and appoint competent teacher. It deserves emphasis on importance of teacher recruitment test for maintaining high-level quality of education in this changes of age. Specially, Secondary School Teacher Recruitment Test of Electricity Electronics Communication Subject is declined qualitatively as each Subject of Electricity Electronics Communication is integrated and criterion of examination is obscured. This research analyzed The seventh curriculum and curriculum of Institution of Teacher Education of Electricity Electronics Communication Subject and already known examination of it On the basis of analyzing result, A field, proportion and points of examination decided through a expert conference are as follow: first, Teacher Recruitment Test of Electricity Electronics Communication Subject consists of subject pedagogics and contents. a proportion of subject pedagogics is 20% and subject contents is 80%. second, a subfield of subject contents consists of industrial education, industrial curriculum, industrial instruction method, practical guidance method, management of practical field organization, assesment of industrial education, industrial-educational cooperation and vocation and career education. third, subject contents consists of a common special, foundation special and application special field. a common a proportion of special field is 7.4%, foundation special is 20% and application special field which consists of electric field(21.3%), electronic field(21.3%) and communication field(10%) is 52.6%. fourth, Teacher Recruitment Test of Electricity Electronics Communication Subject execute practical technique test after finishing writing test.