• Journal of Korean Home Economics Education Association
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• v.8 no.2
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• pp.65-79
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• 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.

• School Mathematics
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• v.8 no.3
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• pp.341-364
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• 2006

This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

• Journal of Information Technology Applications and Management
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• v.30 no.5
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• pp.141-158
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• 2023

In the field of animation, as technology advances, production technology, production methods, and production culture are also steadily developing. The demand for content is increasing rapidly around the OTT platform, and the demand for animation content and diversity is increasing. With these market changes, animation creation ability is becoming a more important animation education goal. There is also a need to innovate educational methods to provide students with the skills and knowledge required in the modern animation business. This paper investigated the composition of the educational curriculum of domestic and foreign animation universities education. It examines artificial intelligence (AI) technology that can be used in animation creation and explores the design and direction of the university animation curriculum using it. AI technology has already proven its potential in various areas, and it is integrated into the animation curriculum to present various development potentials. Using AI technology, students can focus on practical and essential animation education by preventing technical difficulties in animation creation, increase their experience in animation production, and experiment with planning and producing various contents. It is proposed to design an educational curriculum that further strengthens animation creation and production capabilities by forming smart animation classes to foster talents who can lead the future animation industry in a new direction.

• English Language & Literature Teaching
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• v.7 no.2
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• pp.129-145
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• 2002

This paper compares the four official romanization systems (1948, 1959, 1984 and 2000) and analyzes the third- and fourth-year primary school English textbooks and teacher's guides in terms of romanization of personal names. This study is conducted with the assumption that the inconsistent use of romanization is due to two major causes, i.e., the frequent changes of the formal romanization systems and the exclusion of the romanization system from the school curriculum. The current third- and fourth-year primary school English text books (Ministry of Education, 2001) are chosen for the analysis because they are the first primary school English textbooks to be implemented based on the 7th National Curriculum. The study found that the textbooks and teacher's guides did not state which romanization system they were following and were not consistent in romanizing personal names. This study suggests including the current official romanization system in the current primary school curriculum and outlines a strategy for teaching the romanization system which suits the curriculum.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.57-69
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• 2005

There have been changes throughout the past 100 years of English education in Korea. The Ministry of Education revised the English curriculum numerous times. From the 6th national curriculum, communicative competence became an essential objective in English learning. The study is to see if E University students' TOEIC results show any significant difference between the two groups under the 5th and 6th national curriculum. Another objective of this research is to see if recruiting medical students with high scores of the standardized English tests is suitable to select the best candidates who can fulfill medical studies. For these two purposes, sophomore students' TOEIC results in 2000 & 2004 and non-resident-status students' cumulative GPA were analyzed. The study shows that there is no significant difference in the two groups. Moreover, the current recruiting policy to select the best fit medical candidates based on their high TOEIC or TOEFL scores does not seem to be an appropriate measure since such students' GPA reveals poor academic performance amid their high scores in English.

• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.784-792
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• 2009

In this study, we investigated the unsuitable cases for the hierarchy of the curriculum in science 'teaching-learning lesson plan' which is on the web site of the each city's support center for teaching and learning and Seoul Science Park with a purpose of giving helpful data for science teachers at lessons. The investigation is limited to 'Three states of matter' unit for the 7th grade and the content elements used at analysis was the "state changes of matter", "molecule" and "molecular model". The case found for unsuitable case for the hierarchy of the curriculum was phase equilibrium, ice crystal theory, peculiar property of water, classification of solid, thermal energy and physical change at the "state changes of matter". While the "molecular model" showed molecular motion and density. On the other hand, no case was found at "molecule".

• Journal of the Korean School Mathematics Society
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• v.24 no.4
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• pp.429-447
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• 2021

This study explored the changes in storytelling styles in high school first-year textbooks between the 2007 Revised National Curriculum of Mathematics and the 2015 Revised National Curriculum of Mathematics. The results are indicated as follows. First, the quantitative aspect of storytelling gradually increased in the textbook aligned with the 2015 Revised National Curriculum of Mathematics. Second, as for types of storytelling, the real-life connection and academic convergence types appeared most frequently, followed by mathematical history inquiry types, decision-making types, and tool utilization types. Third, storytelling appeared most frequently in 'main-body' of a lesson in terms of textbook content composition, followed by 'introduction', 'lesson materials', and 'evaluation'. This study implies that more diverse stories need to be developed; including the mathematical history inquiry types, the decision-making types and the tool use types. Textbooks should be organized not that the piecemeal storytelling presented in 'introduction' of a lesson but that a coherent story penetrates the entire unit to be utilized until the end of the lesson.

• Journal of Elementary Mathematics Education in Korea
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• v.24 no.1
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• pp.109-128
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• 2020

South Korea places the core of public education in school education, and textbooks are compiled based on curriculum announced by the Education Ministry. Therefore, the compilation of high-quality textbooks is very important and requires more than just revising the curriculum. Korea had been working on developing textbooks several times, but it has been evaluated as a uniform textbook in terms of external system and editing design compared to advanced foreign textbooks. This can be said to be the result of the based to only the textbook's internal system, which should be dealt with in the textbook when compiling the textbook. The textbooks which were developed at seventh curriculum were made remarkable changes in the history of South Korea textbooks. In this study, we want to examine the nation's state-authored textbooks, from the seventh textbook to the current textbook in 2015 by order of magnitude and to give a careful look at what aspects of the changes are being made. To this end, the composition of textbooks is analyzed by dividing them into external and internal systems. The external system of textbooks focuses on changes in plate form, shape, lipid, color, and illustration, while the internal system focuses on changes in the composition system of the unit, the composition system of the contents by lesson, and the style of question. As a result, we led to a significant conclusion on the changes in textbooks.

• The Korean Nurse
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• v.21 no.5 s.118
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• pp.27-30
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• 1982