• 한국실내디자인학회:학술대회논문집
• /
• 한국실내디자인학회 2006년도 춘계학술발표대회 논문집
• /
• pp.229-233
• /
• 2006

The purpose of this study is to propose the standards for dimension system for unit space of the classroom in elementary school. The curriculum of elementary school has changed. It has been reflected the architectural plan of classroom of the nationwide elementary school. However the Ministry of Education repealed the statue about the facilities of the schools on September in 1997 and the new education curriculum -the 7th curriculum- demands various activities in the classroom. So we need to another size of unit space of the classroom in elementary school because the size of unit space will affect the quality of education. This study represents that the size of unit plan is based on the size of human body, education curriculum, established day, the number limit of classroom and teaching tools. In this study, regression analysis is used to find out a part of the body-size of Korean.

• 컴퓨터교육학회논문지
• /
• 제9권1호
• /
• pp.1-9
• /
• 2006

학교 교육에 있어 컴퓨터 교과는 그 필요성이 절실함에도 불구하고, 타교과에 비해 체계적인 교과로 자리 매김을 하는데 미약한 실정에서 현재 이루어지고 있는 컴퓨터 교육의 문제점을 살펴보는 작업은 가장 선행되어야 할 일이다. 따라서 본 연구는 제7차 교육과정의 '정보사회와 컴퓨터' 교육과정의 특징과 문제점 분석, 일반계 고등학교의 선택중심교육과정 등 이론적 배경을 살펴보고, '정보사회와 컴퓨터' 교과를 수업하고 있는 일반계 고등학교 교사와 학생들을 대상으로 설문조사하여 교사가 인식하고 있는 교육내용의 필요성과 난이도, 교육현장에서 이루어지고 있는 수업 운영 형태, 교육내용에 대한 교사와 학생의 인식 차이 분석을 통하여 문제점과 특징을 분석하였다.

• 한국컴퓨터정보학회논문지
• /
• 제22권10호
• /
• pp.179-187
• /
• 2017

In spite of the rapid change of the technology, the university education cannot escape from the traditional form of classroom teaching. University education is assessed through listening the same content of lecture, completing the same assignment and test at the same time, same place. To prepare for the 4th industrial revolution, it is investigated to reorganize the curriculum(32.5%), strengthen the lifelong education(21.4%), expand the compulsory education(17.6%), expand the innovation school(13.7%), expand the educational finance(10.4%) as the field of education which need to be strengthen. The change of the education is essential to prepare for the 4th industrial revolution which creativity, collaboration, fusion, problem solving are the core ability. In this thesis, it is to be compared that the subjects opened in liberal arts of domestic and overseas university in this 4th industrial revolution and Basic Liberal Art Education Curriculum is promoted for the smooth management for preparing the future and taking the action to the change. Stereotyped and inflexible frame should be changed to 'Structure', 'Recognition', 'Attitude' for making the base of 'Diversity', 'Personalization', 'Flexibility' which are needed to uplift 'Imagination', 'Creativity' for education of the future and the new era.

• 대한화학회지
• /
• 제47권6호
• /
• pp.645-658
• /
• 2003

이 연구는 제 7차 교육과정에 의한 화학 II 교과서의 탐구영역을 제 7차 과학 교육 과정에서 제시한 탐구 요소들에 의해 분석하였다. 연구의 목적은 화학 II 교과서의 탐구영역이 제 7차 과학 교육과정을 얼마나 반영하는지 알아보고 현장 탐구학습의 교육적 시사점을 찾고자 하였다. 전체적으로 보았을 때, 기초 탐구요소들은 분류를 제외하고는 제 7차 화학 II교과서에 대체로 찰 반영되어 있었으나, 통합탐구 요소들은 자료해석이 거의 절반을 차지하고, 결론도출, 자료변환 등을 제외한 통함 탐구요소들은 이주 낮은 비율을 나타내고 있다. 탐구활동 요소들도 조사의 비율 이 전체 탐구활동의 100/0미만이고, 과제연구는이주적고, 견학은나타나지 않았다 제 7차과학 교육과정에서는 고학년의 탐구학습 일수록 다양한 통합탐구 요소와 탐구활동을 강조하고 있으므로 현장의 탐구학습에서는 이러한 화학 R 교과서의 미흡한 점을 보완할 수 있는 방향으로 탐구학습을 운영하여야 할 것이다.

• 한국과학교육학회지
• /
• 제24권3호
• /
• pp.429-441
• /
• 2004

이 연구에서는 6차와 7차 교육과정에서 개발한 중 고등학교 과학 교과서에 제시된 증발과 끓음의 설명과 관련된 개념들을 분석하였다. 교과서의 설명 유형은 중학교과 고등학교, 6차와 7차 교육과정, 그리고 과목이나 단원에 따라 구분하여 설명의 다양성을 확인해 보고, 설명에 사용된 개념간의 관계를 표현한 맵을 중심으로 특징을 비교하였다. 증발과 끓음에 관련된 설명의 차이는 주로 중학교과 고등학교 사이, 그리고 화학과 지구과학 분야 사이에서 발견되었다. 증발과 끓음 현상을 설명하기 위한 주요 개념들 사이의 관련성은 부족산 것으로 나타났다.

• 한국가정과교육학회지
• /
• 제8권2호
• /
• pp.65-79
• /
• 1996

This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows：1) Problem definition and design in current curriculum for Vocational Home Economics high school； 2) Needs and roles analysis of Vocational Home Economics high school for the future； and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows：1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

• KIEAE Journal
• /
• 제5권2호
• /
• pp.51-62
• /
• 2005

The purpose of this study is to calculate the size of unit space of the classroom in elementary school. The curriculum of Elementary school has changed since 1960. It has been reflected the architectural plan of classroom of the nationwide elementary school. However the Ministry of Education repealed the statute about the facilities of the schools on September in 1997 and the new education curriculum-the 7th curriculum-demands various activities in the classroom. So we need to another size of unit space of the classroom in elementary school because the size of unit space will affect the quality of education. This study represent that the size of unit plan is based on the size of human body, education curriculum, the number limit of classroom and teaching tools. It's generally known that a part of human body size has an invariable proportion with human's status. In this study, regression analysis is used to find out a part of the body-size of Korean. Through this analysis, status, age and weight remarkably relate with a part of human body-size. Then the size of unit plan of the classroom is calculated by the part of body-size and the type of desk arrangement.

• 한국가정과교육학회지
• /
• 제13권1호
• /
• pp.73-91
• /
• 2001

The purpose of this study was to analyze the changes in home management part in the home economics textbooks for middle school from the 1st to the 7th curriculum period. The part of home management in the all of home economics textbooks published in every curriculum period was analyzed using several external criteria of textbook. The major findings of this study were as follows : 1. The part of home management was divided into even specific areas including 'definition and process of home management'. 'time management'. 'household labor/work management'. 'family financial management'.'purchasing'. and 'consumer protection'. 2. The part of home management has been included in the middle school home economics textbooks since the 1st curriculum period. The proportion of this part in the whole textbook varied with range from 5.1% to 31.8%. 3. The areas emphasized in the beginning of curriculum period were 'family financial management'and 'household labor/work management'. and 'utilization of family resource and environment management'were the areas emphasized in the later curriculum period. 4. The titles of the middle and small unit have begun to use recent words and have represented the including contents since the 4th curriculum period. 5. The numbers of illustrations. tables. pictures. and activities have increased since the 6th curriculum period. 6. Other unrelated areas such as computer and career preparation were included in the home management part in the 1st. 2nd. and 5th curriculum period.

• 대한수학교육학회지:학교수학
• /
• 제4권4호
• /
• pp.657-675
• /
• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제40권2호
• /
• pp.179-194
• /
• 2001

The seventh curriculum put into operation gradually from first-year student in 2000 academic years of elementary school is subject to form and apply a step-wise level curriculum. Mathematics(correspond to junior high school course from 7th school year to 9th school year) should apply a step-wise level curriculum from 7th school year in 2001 academic years. Accordingly, mathematics teachers must diagnose actual conditions of educations, distribution tables of test results, step-wise teaching-studying programs etc. They also make proper plans suitable for actual situations of each school, prepare appropriate teaching materials and aids. I investigated preceding studies planned for preparation of putting into operation of a step-wise level curriculum. It showed that most of the studies were conducted at schools of medium or large scale and studies conducted at schools of small scale was rare. There were 113 small scale middle schools out of total 297 middle schools in Kyongsangbuk-do area in 2000. In this situation, I felt necessities of modeling of a step-wise level curriculum suitable for small scale schools. In this study, I modeled a step-wise level curriculum suitable for small scale middle schools, applied this model to 44 students in M middle school. I modeled two types of curriculum. One is a step-wise level curriculum that execute special supplementation process to students who do not complete 7-가 step successfully. The other is a step-wise level curriculum which is a regular model for a step-wise level of 7-나 step. I carried out an academic achievement test and intimacy test about mathematics before and after the application of the model. In this study, I found out that this model was very effective in academic achievement of students and helpful to declined students in scholarship. In the intimacy test, It was found out that most of the students gained confidence in mathematics, felt less anxiety, formed positive self consciousness. Therefore, I think that this model will be helpful to the application of the seventh step-wise level curriculum.