• 한국식생활문화학회지
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• 제25권4호
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• pp.400-409
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• 2010

This study investigated the food and dietary educational content in primary, middle and high school textbooks in order to provide fundamental data for the development of educational programs on Korean traditional food culture. The research objects consisted of 51 kinds of textbooks (15 kinds of primary school textbooks, 29 kinds of middle school home economics textbooks and 7 kinds of high school home economics textbooks), and the contents related to food and dietary education were counted and analyzed. The content analysis was performed using two categories: application method and subject matter. Application method included texts, cases, visual aids (pictures, photos, illustrations, chart, etc.) and activities, whereas subject matter consisted of seven types (well balanced nutrition and health, understanding of food and nutrition, cooking principles, cooking lessons, traditional foods and culture, others). The results of the application method in primary school textbooks show that visual aids were the most common in all six grades. For the subject matter, 'understanding of food and nutrition' was most abundant in primary school textbooks while 'well balanced nutrition and health' accounted for a large part of the contents in middle school textbooks. However, the contents regarding traditional foods and culture were insufficient in primary and middle school textbooks. These results suggest that educational contents on traditional foods and culture should be added to primary and middle school textbooks and covered in various subjects. Furthermore, high school 'home economics' contents need to emphasize comprehensive food and dietary education and adjust to 'science & technology for life'.

• International Journal of Advanced Culture Technology
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• 제9권2호
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• pp.56-63
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• 2021

The aim of this study is to understand how English textbooks in Korea and Japan reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of six English textbooks, three middle school English textbooks currently used in Korea and three in Japan. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea and Japan. As a result, it was found that both countries experienced cultural diversity through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities. This textbook analysis results show that English textbooks of Korea and Japan depend on American/British cultures and norms. The cultural contents of English textbooks in Korea and Japan tend to focus on geography, food and drink, festivals and activities, family and education systems, etc. And English textbooks in Korea and Japan include the cultural sections in each lesson, but they don't suggest how to relate these cultural sections into the learners' real experiences. These results can be utilized as the motives from which both countries develop English education policy and textbooks in the future.

• 영어어문교육
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• 제11권1호
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• pp.155-177
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• 2005

In the EFL context, Korean students don't have enough opportunities to directly experience the target culture, prompting the need to offer some well-organized culture education in class. The goals of this study are to analyze how many cultural contents are reflected in High School English textbooks and to suggest an implication for cultural learning. These textbooks were carefully examined, focusing on the cultural contents, by four categories: 'cultural skill section', 'cultural patterns', 'related language skills', and 'target countries'. The results of the analysis were like the following: First, although many of the textbooks are dealing with the culture skill sections, their contents were still wanting consistency and were small in quantity. Second, as for the cultural patterns, the pages dealing with behavioral culture were 43%, spiritual culture, 35.7%, material culture, 21.3%. Third, as for the related language skills, the cultural contents in the textbooks were organized in the order of listening, reading, speaking, writing, and cultural skill sections. Since it is impossible to separate language skills from culture, we suggest that the aspects of target culture should be incorporated in various forms into the learning situations. Fourth, as for the issue of target countries, the contents about the general or whole English culture were insufficient. So we suggest that English textbooks should play an essential role in providing students with various cultural information about various English speaking countries.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.248-253
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• 2021

The aim of this study is to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, the method of analyzing English textbooks was used because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed a total of 15 English textbooks currently used in South Korea. We analyzed nouns/pronouns related to culture presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that South Korea has tried to cultivate Korean learners' cultural competence through English education and introduced their cultural pride to Western culture to realize the goal of strengthening global capabilities.

• 비교문화연구
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• 제40권
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• pp.133-158
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• 2015

본고는 문화 소재 중심의 중국어 회화교재인 "설한어(說漢語) 담문화(談文化)(이하 담문화(談文化))"의 대화구조 분석을 토대로 문화를 다루는 방향성을 성찰하고 언어 사회화란 관점에서 어 문 문화 통합성을 지향하는 교재생산을 제안하는 데 목적이 있다. 이를 위해 본고는 언어 사회화에 대한 정의를 살펴보고 교실에서 이뤄지는 외국어 교육과정에서의 사회화에 대해 고찰해본다. 그리고 사회화의 기본 가정중 하나인 언어와 문화 간 관계를 성찰하기 위해 회화교재의 출판경향과 문화 중심의 회화서인 "담문화(談文化)"의 기술 방향 및 회화 속 역할 분담의 경향을 분석한다. 나아가 분석 결과를 보완하는 방법의 하나로서 한국과 일본의 문화교재를 검토하고 인문 통합적 성격의 회화교재 생산을 제안한다.

• 한국콘텐츠학회논문지
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• 제20권1호
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• pp.99-106
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• 2020

본 연구의 목적은 2015 개정 5-6학년군 영어교과서의 문화내용을 분석하고, 2009 개정교육과정에 따른 5-6학년군 영어교과서의 문화내용을 분석한 선행연구로부터의 제언들이 2015 개정 영어교과서에 얼마나 반영되었는지 알아보는 것이다. 또한 분석의 결과를 바탕으로 초등영어 교과서에서 바람직한 문화내용의 제시 방향을 모색하였다. 이를 위하여 2009 및 2015 교육과정에 따른 5-6학년군 영어교과서 각 10종, 총 20종의 교과서를 문화유형, 문화소재, 문화 배경에 따라 분석하였다. 분석 결과, 2015 개정 영어교과서에는 아직 문화 유형별, 소재별, 배경별 불균형이 존재하고 있으며, 2009 개정 영어교과서 분석시 제언되었던 내용들이 충분히 반영되지 않았음을 알 수 있었다. 그러므로 학습자에게 균형 잡힌 문화교육을 제공하기 위해서는 영어교과서에 제시된 문화내용이 유형, 소재, 배경 면에서 보다 다양하고 균형 있게 제시되어야 할 것이다. 또한, 향후 다양한 선행연구에서 문화교육발전을 위해 제언되는 의견들은 영어교과서에 반영되어 더 효과적인 문화교육이 이루어지도록 해야 할 것이다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권2호
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• pp.127-140
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• 2011

"Statistical literacy" is important to be an effective citizen ([Gal, I. (2005). Towards "probability literacy" for all citizens: Building blocks and instructional dilemmas. In: G. A. Jones (Ed.), Exploring probability in school: Challenges for teaching and learning (pp. 39-63). New York: Springer]). Probability and statistics has been connected with real context and can be used to stimulate students' creative abilities. This study aims at identifying the extent that textbooks in three countries include experimental probability concepts and non-routine, open-ended, application and contextual problems. How well textbooks reflect real application situations is important in the sense that students can employ probability concepts when solving real world problems. Results showed that three textbook series did not mention experimental probability. Furthermore, all of text-books had more routine, close-ended, knowing, and non-contextual problems.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.109-115
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• 2020

We aimed to understand how English textbooks in Korea reflect English education policies for improving the English language learners' cultural ability. In order to achieve the purpose of this study, we used the method of analyzing English textbooks because English textbooks are an important tool that most specifically reflects the English policy of a country. This study analyzed middle school English textbooks currently used in Korea. We analyzed nouns/pronouns related to cultures presented in the reading section included in each unit, and compared cultural diversity and cultural identity included in English textbooks in Korea. As a result, it was found that Korea tried to introduce the diverse cultures from the world and promote Korean traditional cultures into the world. So the cultural policy of English education in Korea can be evaluated to be appropriate for cultivating Korea young learners with the cultural capabilities which are essential to be successful leaders in the globalized world.

• 문화기술의 융합
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• 제9권3호
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• pp.183-192
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• 2023

전 세계적으로 곳곳에서 급격하게 디지털 전환이 이루어지고 있다. 디지털 기술의 발전 속도가 매우 빨라지면서 앞으로 더 많은 정보들이 디지털화될 것으로 예상된다. 따라서 개인정보, 금융정보 등의 민감 정보가 온라인에서 전송되고 저장되는 과정에서 사이버 위협이 발생할 수 있는 가능성이 높아지고 있다. 본 논문에서는 최근 인공지능의 발전과 디지털 전환이 급속도로 이루어지고 있는 중국의 초·중등학생 대상 정보보호 교재를 비교하여 분석하였다. 관련 교재를 수집 후 분석에 적절한 교재를 선별하였으며, 교재의 외적 체제와 내적 체제를 구분하여 분석하였다. 외적 체제 분석 결과, 교재 표지는 모두 적절하게 제작되었으나, 교재 내지는 교재마다 질의 차이가 크게 나타났다. 초등학생 대상 교재의 경우 레이아웃, 내용 배치의 우수성이 두드려졌다. 내적 체제 분석 결과, 중국에서 제시한 '정보사회 책임' 학습 목표를 기준으로 학습 내용을 살펴보면, 다양한 내용이 고루 포함되어 있지 않은 경우가 있었다. 본 논문을 통해 정보보호 관련 교육 및 교재 개발 연구에 시사점을 제공하기 바란다.

• Human Ecology Research
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• 제55권4호
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• pp.337-349
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• 2017

This study analyzed contents of 12 kinds of middle school technology Home Economics(1) textbooks, 9 high school Technology Home Economics textbooks and 2 high school home science textbooks based on the 5 areas and 9 subject areas of 'Understanding of market and consumer', 'Reasonable consumption', 'Resolution and prevention of consumer problems', 'Formation of desirable consumption culture', 'Career and occupation related to consumption life' for the purpose of analyzing connectivity of contents in the area of 'consumption life' in the Technology Home Economics curriculum revised in 2009, and analyzed connectivity of contents on the basis of 'developed', 'repeated', 'different' and 'reduced' based on the results of analysis on the contents of the textbooks. Analysis results show that middle school Technology Home Economics(1) textbooks are mainly dealing with problems related to consumption life and ways to practice healthy consumption life, high school Technology Home Economics textbooks emphasized understanding of consumption culture in modern life and practice and method of sustainable consumption life, and high school home science textbooks contain overall contents of household financial management and consumption life. In general, contents were distributed as 'developed' 11 times (32.4%), 'repeated' 6 times (17.6%), 'reduced' 13 times (38.2%), 'different' 4 times (11.8%). Contents of the majority of textbooks are composed suitable for the curriculum achievement standard, but connectivity of 'developed' cannot be considered a desirable type of connectivity. various formation plans as suggested shall be devised not to let learning elements of 'consumption life' area discontinued considering school levels and achievement standard of curriculum.