• 영어어문교육
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• 제7권2호
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• pp.1-15
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• 2002

The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• 한국초등과학교육학회지:초등과학교육
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• 제21권2호
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• pp.187-200
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• 2002

The purpose of this study is to examine how well students can acquire scientific knowledge from the process and activity presented in the textbook. This is achieved by analysing of comparison on the material area in the 6th and 7th national curriculums' 3rd and 4th grade science textbooks. The method of this study is to analyse the contents, teacher's instruction and illustrations of the textbooks in the material area in both 6th and 7th national curriculum's 3rd and 4th grade science textbooks. Following is the result of the study. First, compared to the 6th national curriculum's content. 7th national curriculum is composed by phenomenon and activity focused. This considers student's developmental stages and abilities of concentration so one topic in the textbook is divided into 16 small contents. Therefore the textbook content of the 7th curriculum seems to have desirable changes. Secondly, teacher's instruction in the textbook of the 7th curriculum has impartial distribution in part Ⅰ and part Ⅱ according to Homey's analysis. This shows that some problems of writing textbooks that were pointed in the 6th curriculum have been improved. Thirdly, the content of the textbook emphasizes inquiry process as the 6th curriculum did. The 7th curriculum, however, more deeply deals with expecting and inferring. Finally, the analysis of illustration shows that the proportion of motive induction is high. This is also desirable approach to give students more interests in studying science.

• 응용통계연구
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• 제18권2호
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• pp.453-469
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• 2005

우리나라 초${\cdot}$중${\cdot}$고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초${\cdot}$중${\cdot}$고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 실용수학 및 수학 I 확률 및 통계단원을 분석하였고 제 6차 수학과 교육과정과 비교, 검토하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.61-70
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• 2002

The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

• 수산해양교육연구
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• 제16권1호
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• pp.69-83
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• 2004

The purpose of this study is to examine the implementation of the elective curriculum in academic high school. Elective curriculum of the high school seems to take more important status than that in the 6th national curriculum. The number of elective subjects of the high school increased from 60 different subjects for the 6th national curriculum to 79 different subjects for the 7th national curriculum. In addition, students can make their own courses and have a right to choose the subjects. In order to ascertain how elective subjects are being implemented and whether students can choose the subjects they wish to learn, this study conducted a national survey. The results of this survey are as follows. Despite the emphasis of the 7th national curriculum on the elective subjects in academic high schools, the curriculum implementation of elective subjects seems to be unacceptable. In most schools, only two typical courses such as humanities/social sciences and natural sciences courses are being offered for students as elective courses, and the scope of elective subjects students can choose appears very narrow. That's why we need to do research in order to improve implementation of elective subjects.

• 수산해양교육연구
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• 제24권6호
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• 응용통계연구
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• 제18권1호
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• pp.229-249
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• 2005

우리나라 초ㆍ중ㆍ고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초ㆍ중ㆍ고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 1-10 단계 확률 및 통계단원을 분석하여 확률 및 통계영역 교육의 현황을 파악하고, 제 6차 수학과 교육과정과 비교, 검토하였다.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.9-17
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• 2010

This study was carried out to examine the tendency about the relative importance of STS education of the 6th and 7th primary science curriculum. The results of the research are as follows. Primary science textbooks in the 6th curriculum, average 13.3% of the total pages was assigned to STS contents but it is increased to 24.2% in the science textbooks of the 7th curriculum. STS constituents of the 6th primary science textbooks come out orderly applications of scientific knowledge(47.1%), relevance of a community(40%), social problems and issues(11.8%). Of the 7th science textbooks, the contents about applications of scientific knowledge amount to 67.1% of the total STS constituent and relevance of a community(32.2%) rank behind it. The contents of other components are not enough. The 6th science textbooks contents about the effect of technological development amount to 35.3% of the total STS subject area, and environmental quality(20.0%), natural resource(15.2%), energy(11.8%), sociology of science(11.8%) ranks behind it. In the 7th science textbooks ranking is the effect of technological development(42.3%), natural resource(17.3%), energy(12.5%), sociology of science(12.5%), environmental quality(20.0%). There are few contents about population, human engineering and space research and national defense in the science textbooks.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.29-36
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• 2003

본 연구의 목적은 제7차 교육과정에 의한 초등학교 과학 교과서(화학 영역)를 분석하여 6차 교육과정에 의한 교과서와 비교하는 것이다 수업 차시수, 교과서 쪽수, 학년별 학습 내용, 삭제된 내용이나 새로 도입된 내용에 대해 분석하였다. '혼합물의 분리' 단원의 일부 특징에 대해서도 분석하였다. 개정된 교육과정의 의도가 반영되었는지, 특히 학습량이 감소되었는지에 대한 교육학적' 함의를 논의하였다.