• 대한수학교육학회지:학교수학
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• 제16권2호
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• pp.259-283
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• 2014

본 연구에서는 최근 PISA에서 약진하고 있는 일본의 수학과 교육과정과 전국학력 학습상황조사의 현황을 조사하고 이를 통한 교육적 시사점을 도출하고자 하였다. 이를 위해 첫째, 일본의 수학교육 개관에 대해 알아보았다. 둘째, 일본의 수학과 교육과정을 제 8차 학습지도요령을 중심으로 살펴보고, 이를 우리나라의 수학과 교육과정과 비교하였다. 셋째, 일본의 전국학력학습상황조사의 개요, 특징, 문항 특성을 살펴보고, 우리나라의 국가수준학업성취도 평가 및 PISA 수학 평가와 비교하였다. 일본과 우리나라는 초등학교와 중학교의 교육과정에서 강조하는 영역에 차이가 있으며, 전국학력학습상황조사에서 일본은 수학적 지식의 활용을 강조하는 B형 테스트를 시행하고 있다. 일본에서 강조하고 있는 핵심역량인 수학적 사고력 판단력 표현력이 학교수학에 어떻게 반영되었는지, 학년간 내용 편제의 차이, 전국학력학습상황조사의 다원화된 평가틀 등은 현재 교육과정을 개정하고 있는 우리나라의 수학과 교육과정 개발과 국가수준 학업성취도 평가 체제 및 문항 개발에서 참조할 필요가 있을 것이다.

• 수산해양교육연구
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• 제15권2호
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• pp.154-165
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• 2003

Fisheries and shipping industry as national basic industry need continuous growth and basic human resource development for international competition. This study was carried out through investigating of the related literature and reports. The purpose of study for developing direction and subject matter of curriculum in the fisheries marine science high school was as follows. Recently, reforms of vocational high school will expand professionalization and specialization. Therefore systematic curriculum of basic knowledge, basic skill and technical is required more and more in field work of fishery and merchant marine. The other important factors of curriculum improvement were cooperative role between school and local industry, adaptation of basic ability, job analysis, various curriculum opening. Above all, teachers of fisheries and merchant marine high school require advanced consciousness and must participate in revising curriculum. And the textbook of fisheries and merchant marine high school is useful to improve the level of learning ability degree and must be written by the related teacher, and the textbook contents must be studied by the expert group under professors leading to advanced discipline and skill of field work.

• 의학교육논단
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• 제15권3호
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• pp.151-158
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• 2013

Patient safety is achieved through systematic improvement based on the knowledge and willingness of medical professionals. A systematic longitudinal curriculum for patient safety is essential to prepare medical students and professionals. The purpose of this article is to introduce our experience with a 'workshop for developing a patient safety curriculum' and to compare the results with previous studies. The workshop comprising 15 medical professors and patient safety experts met for 2 days. The Consensus Workshop method was applied, collecting opinions from all of the members and reaching consensus through the following stages: context, brainstorm, cluster, name, and resolve. The patient safety curriculum was developed by this method, covering patient safety topics and issues, and teaching and assessment methods. A total of 7 topics were extracted, 'activities for patient safety, concepts of patient safety, leadership and teamwork, error disclosure, self-management, patient education, policies.' Issues, teaching methods, and assessment methods were developed for each topic. The patient safety curriculum developed from the workshop was similar to previous curricula developed by other institutions and medical schools. The Consensus Workshop method proved to be an effective approach to developing a patient safety curriculum.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• 수산해양교육연구
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• 제16권1호
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• pp.21-34
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• 2004

The purpose of this study was to analyze the current implementation states of the differentiated curriculum at the middle school and to propose ways to improve it. For that purpose this study conducted a survey and had the interviews with the middle school mathematics teachers. The items of survey and interviews consisted of the two main parts: current states and needs about the special supplementary courses and enriched supplementary courses. The results showed that there were discrepancies between the current states and the needs of the differentiated curriculum. This means the efforts to improve the current states are needed. The strategies for improving the implementation of the differentiated curriculum are as follows: 1. The use of various standards including the subject-achievement level and students' or parents' opinions is needed in selecting the students of special supplementary course. 2. More relevant special supplementary materials need to be developed and utilized. 3. The ability grouping is recommended for the differentiated instruction. 4. The deliberation of developing the enriched and supplementary texts is requested. 5. The study for differentiated evaluation of students is demanded.

• 한국초등수학교육학회지
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• 제23권2호
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• pp.219-245
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• 2019

본 연구에서는 한국의 2015 개정 초등학교 수학과 교육과정과 일본의 소학교 산수 학습지도요령의 개정 방향이 무엇이며 학습내용요소에는 어떤 차이가 있는지 알아보고 차기 교육과정의 기초자료를 제공하는 데 그 목적이 있다. 개정 방향을 비교하여 교육과정의 목표, 교수·학습방법, 평가방법의 측면에서 한국과 일본의 초등학교 수학과 교육과정에 대해 분석하였다. 학습내용요소를 각 영역별로 비교하여 한국과 일본의 교육과정에서 나타나는 내용요소의 차이점과 특징을 분석하였다.

• 정보교육학회논문지
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• 제15권4호
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• pp.613-623
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• 2011

현재 정보통신기술은 나날이 발전하여 우리의 생활과 교육현장에 혁신적인 변화를 불러일으키고 있으나 2007 교육과정 개정이후 학교 컴퓨터교육은 점점 위축되어 가고 있다. 이런 상황에서 교육대학 교육과정개편은 학교 컴퓨터 교육과정에 영향을 받을 수 있을 것이다. 그러므로 본 논문에서는 교육대학 컴퓨터관련 교육과정의 방향을 모색하고자 전국교육대학 컴퓨터교육과정 현황을 조사 및 분석하고 교사, 학생, 교수의 설문결과를 바탕으로 교육대학 컴퓨터관련 교육과정 개선안을 제안하였다. 본 논문의 결과가 교육대학 컴퓨터관련 교육과정 개정작업에 도움을 줄 것으로 기대한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제44권4호
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• pp.477-496
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• 2005

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the secondary school level. It examined the processes taken by the local boards of education in due course of facilitating the schools with the new curriculum implementation. More specifically the study examined, 1) the degree to which the particular innovation(i.e., student-centered, flexible and autonomous school-based curriculum, etc.) is being implemented as planned; and 2) how it is being implemented. It conducted a situation-oriented analysis in cooperation with three local boards of education. Classroom observations, teacher interviews, questionnaires for teachers and supervisors were utilized and the three major criteria of interpreting the result were the three core concepts of the 7th national curriculum, that is, the degree of '(1)reorganization, (2)student-centeredness and (3)diversification/ specialization' of the curriculum. Detailed documentation on the processes of the local bureaus of education and on the classroom practices are made in order to provide schools and policy makers with relevant and practical suggestions for further improvement of curriculum implementation. Ultimately, The greater the awareness of the intention of the new curriculum on the part of both the staff at the local school boards and teachers, the greater the degree of implementation. And the higher the quality of planning to meet problems, the greater the degree of implementation. Continuous efforts are needed to involve teachers in the process of curriculum implementation. The greater the active support of the teachers, the greater the degree of implementation.

• 대한간호학회지
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• 제24권3호
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• pp.473-483
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• 1994

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to ; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study ; 2) develop a conceptual framework which will meet faculty, student and societal needs : and 3) identify the content of the curriculum In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing : human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

• 문화기술의 융합
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• 제8권5호
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• pp.59-69
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• 2022

이 연구의 목적은 2022 개정 교육과정에 관한 의미를 분석하고 다양한 쟁점 및 개선 방향을 종합 정리하여 이를 바탕으로 교육과정 개선방안을 제안하는 데 있다. 연구 방법은 문헌 연구와 설문조사, 인터뷰이다. 결론은 다음과 같다. 첫째, 2022 개정 교육과정 추진 배경은 디지털 전환, 기후환경 변화, 학령인구 감소 등에 대응하여 미래 사회에 필요한 역량을 함양하고 학습자 맞춤형 교육을 강화할 수 있도록 개정되었다. 둘째, 2022 개정 교육과정 특징은 역사상 처음으로 '국민과 함께하는 미래형 교육과정'으로 만들어지고 있다. 셋째, 2022 개정 교육과정 추진 방향은 개별성과 다양성, 분권화와 자율화, 디지털 기반 교육, 공공성과 책무성이다. 넷째, 2022 개정 교육과정 주요 내용은 미래 변화에 대응하는 교육과정 혁신, 학습자의 공동체 가치 함양 및 역량 강화, 초·중·고 학생 디지털·AI 소양 함양 교육 강화, 모두를 위한 교육과정 강화이다.