• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.9-16
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• 2022

This study attempted to analyze the achievement criteria of the 2015 special curriculum middle school physical education curriculum based on Bloom's new education goal taxonomy. To this end, 184 sentences based on the common curriculum and basic curriculum achievement standards of the relevant curriculum were analyzed into a total of 24 combinations of 4 dimensions of Bloom's new education goal taxonomy and 6 dimensions of cognitive courses. The results of the study are as follows. First, in the case of the special curriculum physical education and middle school achievement standards, unlike the analysis of the basic curriculum of elementary schools shown in previous studies, the 'procedural knowledge-applying' combination was the most common, and it was confirmed that there was a hierarchy by school level. In addition, the dimensions of knowledge and cognitive processes were relatively diverse, confirming the key points of physical education and middle school classes for disabled students. Second, in the case of the common curriculum among the lower curriculum, knowledge and cognitive process dimensions were relatively diverse except for cognitive process dimensions such as 'remember', and higher knowledge and cognitive process dimensions such as 'metacognitive knowledge' and 'creative'. Third, in the case of the basic curriculum among the lower curriculum, the 'procedural knowledge-applying' combination was excessively concentrated at 60.7%, which was analyzed to require improvementsary.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.179-185
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• 2021

We performed to explore the applicability of protocol to improve the curriculum literacy for special education pre-teachers. For this, protocol of Park et al (2018), which can be used in the educational field, was partially modified and applied to enhance the special education curriculum expertise of pre-teachers. The literacy protocol of the special education curriculum was applied as Protocols 1 and 2, and Protocol 1 was focused on adaptation the 2015 special education curriculum and understanding literacy. Protocol 2 consisted of reorganizing the subject level centering on the five subjects presented in the special education curriculum, and establishing an integrated theme setting and reorganization plan. We applied the research design during a total of 15 weeks of special education curriculum subjects. The class format was flipped learning (e.g, pre-video lectures, theory lectures (E-Sheets), and learner-led activities (W-Sheets) for each topic was carried out. We found that pre-teachers' thought that the academic achievement and satisfaction of students with disabilities could be increased by adaptation the curriculum. Pre-teachers reported that the experience of reorganizing each subject/intersection helped improve their literacy but found it difficult.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.285-293
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• 2019

As the 2015 Revised Secondary Information Curriculum was reorganized into a software-focused curriculum, a number of information teachers were needed. For this purpose, a special training course for multiple majors for secondary information teachers was established, and produced about 100 teachers with multiple majors. To improve this training program, this study surveyed the trainees joined in this program. As the result of the survey, there were findings that the short training period made it difficult to understand the overall content of the curriculum, and that they had a loss of learning due to the burden on another major. Therefore, long-term training is necessary to train informatics teachers, and by realizing the reinforcement of specialty through pre-training and main training, and by organizing a gradual curriculum, substantiality should be sought.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.2
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• pp.173-197
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• 2015

The purpose of this study proposes continuing education program development for disability services librarian training. To this end, there was researched and analysed the Curriculum for the librarian disability service training courses and the library services with disability and LIS curriculums in abroad and domestic. Based on the research results obtained by the more comprehensive study developed a model for continuing education programs to strengthen disability services librarian competencies. Models were divided program is being offered to Track 1, 2. There are Education types which are organized cyber-shaped form of education training, set-type training, and was organized in blended learning.

• The Journal of Sustainable Design and Educational Environment Research
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• v.18 no.4
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• pp.33-43
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• 2019

This study was to research and analyze the concept of school space innovation to aim at the importance of user educational value. The purpose of this study is to analyze the needs of students, teachers, or consumers connected with the educational autonomous innovative curriculum and various school-government educational activities and suggest the ways to link school space innovation to the best possible reflection for demander-centered or the demander needs To this end, the basic concepts of the autonomous education and school space innovation were reviewed, and the literature survey on the revised education curriculum in 2015 and educational autonomous innovation curriculum at the national level, educational goals and basic value-added awareness of the curriculum. The purpose was to research the perception of students and teachers through the survey and analysis of basic values of education, the functions of school education, the direction of school environment and space spatial composition, and school space.

• 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.

• Journal of Korean Library and Information Science Society
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• v.46 no.3
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• pp.325-348
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• 2015

This study is to develop the curriculum model for the librarian training courses of disability services in the LIS curriculum. For this purpose, curriculums for the librarian disability service training courses in domestic and foreign were researched and analysed. The finally developed curriculum for the librarian training courses of disability service suggests a comprehensive necessarily share the curriculum content to be included in training courses for professional librarian library services to disability continued specialized courses and disability specialized courses.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.1
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• pp.743-752
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• 2017

This paper analysis the creative convergent person and the analysis of educational purpose system based competence in the 2015 revised curriculum. For this end, first, It discuss the educational purposes of the elementary and secondary school. The educational purposes are specified in the law, the general guideline and subject matters of the national curriculum. Second, It find out the relationship between creative convergence person and educational purposes. The core competencies that emerged from 2015 revised curriculum are an important role for the realization of creative convergence person. Finally, each purpose for the promotion of creative convergence person review how adequately defined. The review divided the three; the stipulation of legislation, general guideline of the national curriculum, subject matters of the national curriculum. As a result, the purpose of the direct role for the realization of creative convergence person is core competence and special competency of a subject matters. These competencies are reflected in achievement standards of the contents system in subject matters of 2015 revised curriculum. The core competence is a kind of educational purposes in terms of learners.

• East Asian mathematical journal
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• v.31 no.4
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.361-374
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• 2022

The National Institute of Special Education developed and distributed software textbooks for disabled students according to the necessity of practical course in elementary school and information in middle school in the 2015 revised curriculum. It is a textbook provided from the perspective of education opportunity equity but the content of programming education for visually impaired students was insufficient. Therefore this study was conducted for the purpose of confirming the effectiveness of programming education for visual impaired students and providing the direction of future programming education. In order to achieve the purpose, programming classes were conducted for blind students in the 6th grade of elementary school. As a result of a study using "Blocks4All", a block-based programming tool with robots, students participated in classes actively and efficacy, intrest, and usefulness of programming are high. This study is meaningful in that it confirmed the possibility of programming education for visually impaired students.