• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• Journal of Korean Home Economics Education Association
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• v.19 no.3
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• pp.37-60
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• 2007

This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

• Communications of Mathematical Education
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• v.9
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• pp.203-217
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• 1999

제 7차 교육과정을 비롯하여, 많은 연구들에서 ‘수요자를 중심의 교육’, 즉 학습자의 개별적인 인지적 특성, 수학적 흥미, 재능을 고려하는 수학 교육을 위해 다양한 접근 방법이 모색되고 있다. 1980년대 말 이후부터 러시아에서도 이러한 연구들이 활발하게 진행되고 있다. 본 논문에서는 러시아의 중학교(7-9학년) 수학 교육에서 제시하는 다양한 유형(일반 학생들을 위한 제1유형, 제 2유형, 수학 심화 교육과정)의 교육과정들을 살펴보고, 이를 통해 러시아에서는 교육과정 수준에서 어떤 개별적 접근 방법을 시도하고 있는가를 분석하여, 수학교육의 개별적 접근을 위한 기초 연구를 제공할 것이다.

• Journal of Fisheries and Marine Sciences Education
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• v.5 no.1
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• pp.53-64
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• 1993

• Journal for History of Mathematics
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• v.33 no.1
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• pp.55-71
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• 2020

In this study, the situation of publishing middle and high school mathematics textbooks used at the period of the first curriculum were investigated. In the period of the first curriculum, middle and high school textbooks were used from 1956, and middle school textbooks were used until 1965, and high school textbooks were used until 1967. First of all, the announcements of the ministry of education related to the textbook authorization were examined in the government official gazettes of 1956~1967. However, there were considerable typographical errors in these announcements of the ministry of education. So textbooks used at that period were examined, and typographical errors were corrected by cross-checking the bibliographic information.

• Proceedings of the Zoological Society Korea Conference
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• 1997.10b
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• pp.322.1-322
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• 1997

• Communications of Mathematical Education
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• v.9
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• pp.41-61
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• 1999

현대 사회의 가장 커다란 특성들 중의 하나는 사회의 다양성과 급속한 변화에 있다. 이러한 다양한 사회의 급속한 변화에 대응하기 위해선, 초등학교에서부터 학습자들의 개인적인 특성, 인성, 수학적 흥미를 고려한 수학교육이 이루어져야 한다. 제 7차 교육과정에서 ‘수요자 중심의 교육’을 강조하는 것도 이와 같은 맥락이라 할 것이다. 본 논문에서는 러시아의 초등학교(1-4학년) 수학 교육에서 다양한 학습자들의 수학적 재능과 흥미를 고려하기 위해 제시하고 있는 다양한 유형의 교육과정들을 살펴보고, 이를 통해, 우리 나라 초등학교 수학교육의 다양성 추구를 위한 몇 가지 가능성들을 제시할 것이다.

• Journal for History of Mathematics
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• v.30 no.2
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• pp.101-119
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• 2017

This paper is a follow up study of [2]. In this paper we analyse the contents of middle school mathematics textbooks published in the 1st National Curriculum Period centered on the concept 'straight line' and discuss how they are different from contemporary mathematics textbooks in view of connectedness of contents, mathematical terms, textbook as a learning material vs. teaching material, relationship between contents of national curriculum and textbooks, and some topics related to direct proportion, function, method of equivalence as a method for solving simultaneous linear equations and so on. The results of our analysis and discussion suggest implications for reforming mathematics curriculum and developing mathematics textbooks.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.61-68
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• 2005

지금까지 컴퓨터 교육은 많은 발전이 있어왔고 제 7차 교육과정에서 매주 1시간씩 정보통신 기술교육을 함으로써 교과로서의 컴퓨터교육으로 한걸음 나가게 되었다. 그러나 현재 초등학교 컴퓨터 교육은 정보소양 및 ICT 활용교육에 치중하는 등 많은 문제들을 가지고 있다. 따라서 본 논문은 현재의 컴퓨터 교육과정과 관련된 연구를 중심으로 현행 교육의 실태와 컴퓨터 교육의 방향을 파악하고, 초등학교 컴퓨터 교육과정을 본질적인 과학으로서 접근한 ACM 교육과정과 인도, 미국 등 외국의 교육과정을 비교 분석하며, 외국의 교육과정과 우리나라의 초등 컴퓨터 교육과정을 비교하고 초등학교 컴퓨터 과학 교육과정의 개선방향을 제안하였다.

• Journal of Korean Library and Information Science Society
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• v.38 no.1
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• pp.443-462
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• 2007

This study is supposed to institutionalization's strategies of information literacy instruction(LAI) and library assited instruction considering national level curriculum. The national level curriculum is composed five elements with subjects matter's goal, objects, instructional contents, teaching & learning method, evaluation. Supposed curriculum added cooperative system 'library and information use' subject between other subject, it composed of total 6 elements.