• The Journal of Korean Association of Computer Education
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• v.10 no.2
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• pp.17-26
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• 2007

Since 2001, we have taught computer in elementary school to become the advanced country of IT in the 21C. However, it is criticized that the contents of information literacy curriculum are weak because they are not the computer science but mainly the computer skills. In 2005, "ICT Education Guide Revision" is published. Thereafter, the curriculum has systematic frame because of the addition of the contents of computer science. However, the curriculum for improving the ability of problem solving which is one of the abilities of human in the information society is somewhat defective. Therefore, in this paper I analysed the curriculums of problem solving field in elementary school level of some countries and proposed the revised curriculum of problem solving field of elementary computer science course.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.548-555
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• 2004

ICT 교육의 소양교육과정 부분에서 초등학교 컴퓨터 용어교육이 절실히 요구된다. 초등학교 컴퓨터 용어교육은 ICT 소양교육의 바탕이기 때문이다. 특히, 기존의 컴퓨터 용어 사전은 성인들을 대상으로 한 것이어서 초등학생의 특성에 맞게 분류하고 정의한다. 초등학교 컴퓨터 용언의 분류는 제 7차 교육과정에서 정의하는 ICT 단계와 영역에 맞게 한다. 초등학교 컴퓨터 용어의 정의는 초등학생의 특성을 고려하여 구체성의 원리, 경험성의 원리, 현실성의 원리, 동기유발의 원리에 맞게 한다. 이에 따른 분류와 정의를 통해 몇 가지 용어를 예시적으로 정의한다. 이상과 같은 분류와 정의에 의해 초등학교 컴퓨터 용어는 초등학생들이 쉽게 이해하여 ICT 소양교육의 질은 저절로 높아질 것이다.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.67-73
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• 2011

In the basis on the revised Information and Communications Technology guidelines at elementary and middle school, it is newly emphasized in 3rd stage of ICT guidelines that the programming education is needed to cope with information-oriented society at the elementary school. But, it is a little difficult for the young students to learn how to make program. In this paper, we suggest a programming education curriculum with Scratch Language and educational contents for the elementary student.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.179-203
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• 2015

In this study, connections between the NURI curriculum for 5 years old children and the contents of teacher's manual books according to it and the contents of elementary 1st grade mathematics curriculum and textbooks was analyzed to find the implications that can help to link the two curricula in the development of kindergarten and elementary school mathematics curriculum. The five following implications could be obtained from the analysis. First, it is necessary to connect the contents of the NURI curriculum for 5 years old children which were completed in that curriculum like 'spatial relation'in geometric figure domain and 'data collection'in probability and statistics domain to the contents of the 1st grade curriculum. Second, in the case of the contents not connected between the NURI curriculum for 5 years old children and the contents of elementary 1st grade mathematics curriculum but connected between the NURI curriculum for 5 years old children and the contents of elementary 2nd ~6th grade mathematics curriculum, it is necessary to re-adjust the hierarchy based on one of the curricula. Third, it is necessary to check whether $\ll$K-teacher's manual book$\gg$ obey the NURI curriculum for 5 years old children or not. Fourth, it is necessary to review the related elements of the NURI curriculum for 5 years old children and elementary 2nd ~6th grade mathematics curriculum in [activity] in $\ll$K-teacher's manual book$\gg$. Fifth, it is necessary to handle the mathematics contents explicitly and systematically in [activity] in $\ll$K-teacher's manual book$\gg$.

• 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 of Elementary Mathematics Education in Korea
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• v.18 no.2
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• pp.279-295
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• 2014

The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.1-16
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• 2015

This study is a comparative study on the Korean and Chinese elementary school mathematics curriculum. Korea and China have announced a new mathematics curriculum in 2011, and have recently carried out in the whole school year. Korea and China are the countries to manage the national curriculum. The comparison with China is significant because of the similarity of our tradition and culture. In addition, the influence of Chinese education has been increasing gradually. Thus, the curriculum comparison between China and Korea has a significant value. Through this study, I extract the significant implications of mathematics education in Korea. This study can be summarized as the following. First, I have analyzed the elementary mathematics curriculum document systems in Korea and China. Second, I compared the goals of mathematics education in Korea and China. Third, this study compared the content areas and learning in elementary school mathematics curriculum in Korea and China. Fourth, I have analyzed the teaching and learning methods and the assessment of Korea and China. Finally, we compared and analyzed the proposed points for action set out in elementary school mathematics curriculum courses in Korea and China. The results of this study are expected to provide significant implications for the new curriculum document structure and mathematical contents of Korea.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.2
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• pp.123-141
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• 2015

The purpose of this study is to reconsider of teaching mathematics problem solving in Korea's elementary school through an analysis of mathematics curricula and mathematics textbooks of the elementary school. As a result, it is found that the problem solving had been emphasized continually from the 4th curriculum to the 2009 revised curriculum. However, contents in their textbooks did not reflect the intent of the mathematics curricula properly. And amount of contents related to teaching about problem solving in the textbooks reached the peak in the 6th mathematics curriculum. Then teaching about problem solving had been weakened gradually. And it is also revealed that there had been a movement to change to teaching for problem solving in the textbooks of the 2007 and 2009 revised curricula. Teaching via problem solving had not been carried out appropriately so far.

• Journal of Gifted/Talented Education
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• v.17 no.2
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• pp.223-250
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• 2007

Since 1992, the sixth national curriculum introduced the policy of school based curriculum development(SBCD) and required all the public elementary schools to develop their own curriculum for the gifted children in their schools. However, in spite of the fact that this curriculum policy for the gifted children has the history of 15 years until now, the current state of its implementation seems to be unsatisfactory. The major reason for that seems to be due to the reality that the schools have not had the theoretical basis for the curriculum development for the gifted children. In this vein, the researcher presented the theoretical SBCD model for the gifted children in elementary schools under the assumption that the model should suit the identity of elementary education, so that the gifted education in the elementary school can be implemented in its own form and adequacy. Based on the identity of elementary education, the model was developed by reformulating three component models of VanTassel-Baska's ICM: content model, process-product model, and epistemological model. The major feature of the researcher's model is to adapt and adjust the three component models differently according to the age level from the first to sixth graders in the elementary school. The model can be used not only as a general model for the talent pool of the school but also as an individual model for a specific gifted child by taking his special needs and characteristics into account. The model is a theoretical one based on the curriculum models for the gifted which were presented by several scholars in the area of G/T education, and it needs to be validated empirically in the future.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.37-44
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• 2010

현대 사회는 미래의 지식과 정보의 시대에 대비한 인재를 양성하기 위해서 컴퓨터교육에 대한 필요성이 날로 커져가고 있다. 이에 제7차 교육과정에서도 컴퓨터 교육의 활성화를 위하여 연간 34시간 이상 컴퓨터를 교육하도록 명시하고 있지만 가장 기초적이라 할 수 있는 초등학교에서의 컴퓨터 교육이 교사들에 의해 제대로 시행되고 있지 않고 있으며, 그에 대한 교사들의 인식과 실태를 파악하여 개선방안을 제시하는데 목적이 있다. 본 연구에서 얻은 결과를 바탕으로 초등학교 컴퓨터과학 교육 활성화를 위한 개선방안을 다음과 같이 제안하고자 한다. 첫째, 정보통신윤리 개정 지침안에 대한 교사 교육이 의무화되어야 하며, 컴퓨터과학 교수학습 방법 및 교육과정 운영에 필요한 프로그램의 기능 연수가 개설되어야 할 것이다. 둘째, 정보통신기술 교재 교사용 지도서가 전문화, 체계화 되어야 한다. 셋째, 컴퓨터과학 교육을 수업 현장에서 쉽게 실현할 수 있는 다양한 자료를 개발하여 보급해야 한다. 넷째, 초등학교 컴퓨터 교육 과정의 재정비가 필요하다.