• Research in Mathematical Education
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• v.18 no.4
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• pp.237-256
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• 2014

This paper reports findings from a written assessment which was designed to investigate Chinese primary school students' understanding of the equal sign and equation structure. The investigation included a sample of 110 Grade 3, 112 Grade 4, and 110 Grade 5 students from four schools in China. Significant differences were identified among the three grades and no gender differences were found. The majority of Grades 3 and 4 students were found to view the equal sign as a place indicator meaning "write the answer here" or "do something like computation", that is, holding an operational view of the equal sign. A part of Grade 5 students were found to be able to interpret the equal sign as meaning "the same as", that is, holding a relational view of the equal sign. In addition, even though it was difficult for Grade 3 students to recognize the underlying structure in arithmetic equation, quite a number of Grades 4 and 5 students were able to recognize the underlying structure on some tasks. Findings in this study suggest that Chinese primary school students demonstrate a relational understanding of the equal sign and a strong structural sense of equations in an earlier grade. Moreover, what found in the study support the argument that students' understanding of the equal sign is influenced by the context in which the equal sign is presented.

• Culinary science and hospitality research
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• v.6 no.3
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• pp.83-97
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• 2000

This study was conducted to investigate the improvement of primary school lunch program. For this study, status of school lunch program. opinions of students of primary school in Yong-in city were surveyed by anquettes. The results are as follows. Menus of school lunch program were contained main dishes(cooked rice with soybean, cooked barley, cooked sorghum etc.). soups(soy paste soup. soy bean curd etc.) and side dishes(fried chicken, salad, fish cuttlet etc.). Students preferred Chinese and American style food such as Zazang rice Tang su youk, fish cuttlet. Many students disliked Korean style food such as dried radish salad. stir fried mushroom, soybean stew and spinach salad. One-line food service was better than separate food service for school feeding system by opinion of students. In conclusion, present manues of school feedings were not satisfied to students. it is desirable the several type of manue rather than unique manue were served to students.

• Research in Mathematical Education
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• v.20 no.1
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• pp.51-56
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• 2016

This paper is devoted to evaluate the effect of bilingual mathematics learning of Mongolian students in the primary school of Inner Mongolia. The study used tests and examined 305 Mongolian students' math achievement from Mongolian school and 277 Mongolian students from Mongolian and Han mixed school, at the same time 301 students from Guangxi regular primary school for comparison. Multivariate statistical analysis shows that there is no significant difference between these students. The results showed that the implementation of bilingual mathematics education in Inner Mongolia have achieved the desired effect. The reasons leading to the observed results are analyzed. There is a long history of bilingual education in Inner Mongolia, so the bilingual education system is complete, and the bilingual teaching resources are relatively abundant, especially the mathematics term translation between Mongolian and Chinese is standardized and unified.

• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.354-365
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• 2017

This study is to analyze the dual language and hybrid identity of the students of Daegu Chinese Middle.High School. Such a phenomenon is being produced and changed at the site or zone of meeting different or conflict factors such as Chinese and Korean. The Chinese Korean students had learned Korean from their mother and her relative at a young age, and their dual and complex language habit was produced due to the learning of Chinese from father and his relative. A large number of the students were educated at a Korean kindergarten, but they were formally learned Chinese and China's society and culture at a Korean Chinese school after primary school. The Chinese Korean students talk with parents, brother and sister, teacher, friend and neighbor at home, school and local by Chinese and/or Korean. They use a dual language of Chinese and Korean based on various situations, but they do not particularly distinguished both language in cognition. The students have a hybrid identity of simultaneously recognizing Chinese and Korean. But some of them think Chinese or Korean. It is necessary for the results of this study to be objectified from the following research on the students of Chinese Middle･High School in Seoul, Incheon and Busan.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.102-109
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• 2022

In order to explore the characteristics that are more suitable for the physical and mental development of young people, enrich the existing martial arts teaching material system. Through the literature method, experimental method, questionnaire method and other research methods, the teaching comparison experiment of martial arts textbooks in primary and secondary schools was carried out, and the attitudes of martial arts courses at different ages in primary and secondary schools were analyzed. For different types of martial arts teaching materials, primary school students are more fond of them than junior high school students, and students of different ages also have different degrees of love for the four types of martial arts teaching materials, pointing out that it is necessary to carry out the reform of martial arts teaching materials as soon as possible, improve the difficulty, teach martial arts skills and knowledge in the combination of attack and defense, and reduce the trend of gymnastics; adjust and improve the periodicity, pertinence and diversity of martial arts teaching materials; mobilize students' enthusiasm for learning, cultivate students' interest in martial arts, and promote the inheritance of martial arts In the process of martial arts teaching, students' sense of identification with traditional Chinese culture is enhanced, and cultural self-confidence is enhanced.

• Korean Journal of Child Studies
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• v.21 no.3
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• pp.69-83
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• 2000

This study purposes to analyse what games are played and what play-songs are sung among Chinese primary and middle school children of immigrants who emigrated from Korea to 延邊 about 50 years ago. Questionnaire survey, asking about the kinds of games, play-materials, the origins of the games, and the contents of play-songs, was conducted on 50 5th-grade-children and 50 middle school students. The results are as follows: The primary school children have enjoyed physical play. While playing, they sang the songs which they learned from their mother, grand parents, siblings, and teachers. The middle school children tend to play alone more than the primary ones, watching videos and listening to music. Especially they enjoy the popular songs of South Korea. This phenomena reflects the cultural change of the communist society which is struggling to transform its system to open market system.

• Korean Journal of Soil Science and Fertilizer
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• v.48 no.2
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• pp.87-93
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• 2015

Public education on soil and soil science in Korea was reviewed through textbooks written in Korean which were used in the primary schools since 1950's. Numbers of words 흙[heuk], the Korean native word meaning soil, and 토양[土壤, toyang], originated from Chinese characters, were counted, and compared with the textbooks published in 1950's, 1970's, and 1990's, 2010's. The Korean native word "heuk" was used 20 times in 1950's, and increased to 55 times in 1970's. In 1990's version, it was decreased to 31 times and to 20 times in the 2010's version. The first appearance in the 1950's version was in the 3rd grade book, but was in the $1^{st}$ grade books in both 1990's and 2010's. In this recent version, the primary school students met this word on the poet, "Toad, Toad build a house", and "Sprout come out through soil clod". The word, "토양, toyang", originated from Chinese characters, 土壤, appears only 2 times in the $6^{th}$ grade in 2010's version. Authors conclusively recommend children should learn meaning of soil at early stage of primary school easily with positive image.

• Research in Mathematical Education
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• v.10 no.3 s.27
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• pp.205-213
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• 2006

In this research, we interviewed primary school teachers and students with hypothetical situations questions and got a comprehensive picture of the status quo of what is happening in the new mathematics classrooms of Mainland China, that is, teachers' conceptions of mathematics and their teaching approaches influence the students' conceptions of mathematics to a large extent. For the teacher who emphasizes the precision and rigidity of mathematics, her students focus on the superficial characteristics of mathematics. On the contrary, for the teacher who believes that mathematics is an open process, related to real life and rich in content, her students are more interested in mathematics and have more diverse conceptions.

• International Journal of Contents
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• v.18 no.3
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• pp.1-10
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• 2022

The advancement of Internet technologies has provided a new and effective way to cultivate international talents. To investigate the effect of native English teachers' online synchronous classes on Chinese primary school students' oral English improvement, an 18-month quasi-experimental study was conducted on 300 primary school students in China. The experiment and control groups were provided biweekly synchronous online classes with native and non-native English teachers. SPSS was used to conduct Paired Sample T-Tests and analyze performance differentials. The results showed that online classes taught by native English teachers perform better than non-native English teachers in three areas: vocabulary accuracy, average sentence length, and phonological intonation.

• Research in Mathematical Education
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• v.11 no.3
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• pp.197-207
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• 2007

Based on a survey on 1620 students in primary school and secondary school., by adopting Eysenck Personality Questionnaire (EPQ), we got the following findings : 1. There is close relationship between emotionality characteristics of temperament and mathematics academic achievement of the subjects at Grade 5 (Primary 5), Grade 8 (Junior Secondary 2), and Grade 10 (Senior Secondary 2). Also there is close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 5 and Grade 8. While there is not close relationship between internal-external directivity characteristics of temperament and mathematics academic achievement at Grade 10; 2. There is close relationship between temperament types and mathematics academic achievement of the subjects from the three grades. Superior temperament, which benefit learning mathematics, are sanguine, sanguine-phlegmatic and phlegmatic; While inferior temperament types, which don't benefit learning mathematics, are choleric, melancholic and choleric-melancholic. With the rising of grade, temperament types of benefiting learning mathematics converts from external directivity emotion balance to balance of internal-external directivity emotion stability. While temperament of no benefiting learning mathematics converts from internal directivity emotion balance to balance of internal-external directivity emotion instability; 3. In mathematics education, students' temperament difference, which affects learning mathematics, should be recognized. Mathematics teachers should find out the best teaching ways, forms and methods which are suitable for student's temperament type, so that the students with different temperament types can gain better mathematics academic achievement.