• 교육녹색환경연구
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• 제3권2호
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• pp.51-74
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• 2003

This study has presented construction planning data or material. which can maximize the efficiency of school facilities; in other words, to utilize school facilities as local continuing education facilities in terms of use rate, as well as to make school facilities to accommodate the 7th education curricula. This study has been carried out through questionnaire survey on currently executed various curricular operation types, targeting people in charge of drawing up and operation of the curricula in liberalarts high school. The questionnaire survey has also been conducted on ideal teaching-learning type by subject, targeting teachers in charge of individual subject. The expansion of specialized curricula rooms and classrooms, as well as classrooms by level and ICT-related rooms, are required to invigorate continuing education, which utilizes smooth operation of the 7th education curricula and school facilities. I also assume that implementation of school curricula and the role as local continuing education facilities can be fulfilled, through activated deployment type and operation programs with which management of the facilities becomes easy, in order to utilize those classrooms to be used for continuing education.

• 한국학교보건학회지
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• 제14권2호
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• pp.289-300
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• 2001

The purpose of this study is to offer basic data on sex education for middle and high school students through content analysis of sex education subjects. The objects of this study were sex related subjects in the 7th grade curriculum and sex education guide books. The results were as follows: According to the results of analyzing sex education topics classified by grade, the 7th grade accounted for 35.2% of total topics, the 8th grade 2.9%, the 9th grade 2.9%, and the 10th grade 32.3%, the result of analyzing sex education topics classified by subject, showed 76.4% of total topics in sex education guide book, 29.4% were technique and domestic subjects, 20.5% were physical subjects, 17.6% were moral subjects, 8.8% were science subjects, 2.9% were society subjects. The domains which were chiefly concerned in sex education curricula for middle school students were "Human Development", "Relationship", and "Sexual Health". On the other hand, the domains which were mainly concerned with sex education curricula for high school students were "Relationship", "Sexual Behavior" and "Sexual Health". Most sex education subjects provided less instruction concerning "Personal Skills" and "Sexual Behavior" than other domains. The suggestion according to the results were as follows: It is desirable to teach sex education as an integrated subject. Especially, sex education should be a part of a comprehensive school health education program. Because this study focused on analyzing materials for teachers, further research is recommended to analyze sex education materials for students.

• 한국가정과교육학회지
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• 제12권3호
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• pp.65-76
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• 2000

Comparative Study on Historical Changes of Practical Arts Education and Technology-Home Economics Education in Korea and Japan This dissertation is a comparative study on Practical Arts(Home Economics) Education and Technology-Home Economics Education of Korea and Japan. I established two research objectives to conduct the research : To understand the differences in historical changes in Practical Arts Education and Technology-Home Economics of the two countries: And to grope for the new direction of Home Economics Education. Research findings are as follows : Japan was also ahead of Korea for about two decades in terms of putting Home Economics Education in practice at elementary schools. Practical Arts Education Started to emerge in Elementary school system in 1955, which had been originated in vocational education before the year 1945 in Korean However, from the 3th curriculum Practical Arts Education Curriculum put emphasis on home lives. Regarding the characteristics of education from the perspectives of historical changes at Korean Junior-high schools after the year 1945. Home Economics Education had been regarded as “female subject”until the 1980s and was integrated into regular curricula for co-education in the middle of the 1990s. when the 6th Curriculum was activated. Technology-Home Economics started to emerge in Japan in 1962. while the subject Home Economics Education was integrated into curricula for males in high school as well in 1989. In the Korean 7th Curriculum, the combined subject Technology-Home Economics is divided into three categories. A remarkable difference from japanese Technology-Home Economics is that korean curriculum has no division between required and elective. In conclusion. I observe that both Korean and Japanese curricula for Home Economics Education were originated in Confucianism. However, unlike Korean situation, current Japanese Home Economics Education takes a significant part as a continuing and required subject for both primary and secondary co-education.

• 한국가정과교육학회지
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• 제3권1호
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• pp.15-47
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• 1991

The purpose of this study is to suggest basic data and the direction for revising the curricula of the departments of Home Economics Education toward developmental and efficient ones. The current 23 curricula of all the department of Home Economics Education in Korea were analyzed and compared with the course of the subject “Practical Arts”included in the 5th Study Course of Secondary School to get the following results. 1) Only three subjects are commonly established in all the colleges, and they are Nutrition(obligatory in 23 colleges), Home Economics (obligatory in 21, optional in 2) and Housing (obligatory in 21, optional in 2). 2) Some subjects have various names differing with colleges, though the contents being the same, 8 subjects are established under more than 7 titles. 3) Principles of Home Economics and Home Education, which are obligatory subjects for the majors in Home Economics Education, are established with far less number of scores than the instructions given from the specialists. 4) Subjects over-subdivided beyond necessity are sometimes established, and some curricula are showing the lack of balance in distributing scores among disciplines after concentrating on a particular discipline. 5) Too few subjects are established entirely for experiment and exercise. 6) There is almost no subject related with the technics for domestic life, vocation and career which are included in the Secondary School Course.

• 컴퓨터교육학회논문지
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• 제8권3호
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• pp.9-18
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• 2005

제7차 교육과정에서 제시된 중 고등학교 일반 교과에서의 컴퓨터 교육은 용용 소프트웨어를 이용한 컴퓨터의 도구적 활용을 상대적으로 강조하게 되어 있다. 이러한 도구적 활용 위주의 교육과정은 ICT 소양 교육이라는 측면애서는 매우 잘 실시되어 오고 있으나 정보기술 및 컴퓨터 과학을 구성하는 기본 개념 및 원리와 이를 토대로 지적인 능력을 신장시킬 수 있는 교육을 시키기에는 매우 부족한 실정에 있다. 따라서 본 논문에서는 중등학교에서 컴퓨터과학 교육과정을 도입해야 하는 이유를 IT 숙련 측면에서 살펴보고 미국과 캐나다의 중등학교 컴퓨터 교과와 대비하여 컴퓨터과학의 원리 교육을 강조하는 중등학교에 적용될 컴퓨터 교육과정의 방향을 제시한다.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.51-64
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• 2003

The purpose of this study was to examine to what extent the teacher's guides for science based on the 7th national curricula were utilized and what problems there were, in an effort to propose in which way they should be prepared and arranged to be of substantial use to teachers. For that purpose, the contents of the 7th teacher's guides for science were analyzed. Surveys and interviews were carried out to find out how many teachers used each of the areas included in them and what their needs were. The collected data were analyzed with SPSS WIN 9.0. The findings of this study were as follows: Many teachers utilize the teacher's guides in science more frequently than in other subjects, and they found them much more helpful to preparing for instructions. But many of them didn't utilize the standards of evaluation on science that were suggested in the teacher’s guides, and this is why the guides seem just to give theoretical explanation about how to assess, which was neither practical nor substantial. It's required to provide more concrete and detailed examples for each of the units. They felt a higher need for alternative experiments and substitute materials, especially in biology unit because of the different conditions of each school or each local community. In short, teacher's guides should include more diverse and ample materials in response to the teacher's needs, moreover teachers should reconstruct the teaching materials and then teach more creatively.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제1권1호
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• pp.43-59
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• 1997

Now in Korea, the 7th curriculum reform is underway. The main difference of the seventh curriculum compared with former curricula is that it puts much emphasis on individual difference. It is a "differentiated" curriculum. The basic directions of the 7th mathematics curriculum are as follows: 1. Offer various mathematical subjects for "Selective Educational Period" (Grades 11 and 12). 2. 30% reduction of mathematical contents. 3. The reconciliation of domain names of school mathematics. 4. The use of computers and calculators in mathematics classrooms.

• 대한수학교육학회지:수학교육학연구
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• 제21권3호
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• pp.261-278
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• 2011

초등학교 수학 교과서에는 학습한 내용을 수학 기호와 용어로 나타내기 위하여 '약속'이 제시되어 있다. 본 논문은 제7차와 2007년 개정 교육과정의 초등학교 수학 교과서에 제시된 '약속'의 내용과 서술 방식을 비교 분석하여 교수 학습에 나타날 수 있는 문제점을 논의하고, 이에 대한 시사점을 제시하였다.

• 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.

• 한국초등과학교육학회지:초등과학교육
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• 제33권3호
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• pp.479-490
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• 2014

In this study, we investigated the characteristics of the reading materials in the elementary school science textbooks in order to obtain implications for the effective use of them. The reading materials in the elementary school science textbooks developed under the 7th and the 2007 revised National Science Curricula were analyzed. The criteria for classifying the reading materials were the type of theme, purpose, students' activity, the type of presentation, the type of images, the role of images, and readability. The results indicated that the reading materials in the 2007 revised science textbooks are more systematic than those in the 7th science textbooks in terms of their length and their distribution among energy, matter, life, and earth areas. It was also found that various types of reading materials are presented in the 2007 revised science textbooks covering new themes such as frontier science, job opportunity and career, and environment. In addition, the reading materials in the 2007 revised science textbooks introduce more visual images and the readability of them are also better than their counterpart. However, several limitations were still found to exist in the reading materials of the 2007 revised textbooks; most of them are non-inquiry and explanatory; most of the visual images are illustration and/or pictures. Educational implications are discussed.