• Journal of the Korea Fashion and Costume Design Association
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• v.16 no.4
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• pp.137-156
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• 2014

This study focuses on the middle school textbook Technology Home Economics 2, revised in 2009, and aims to analyze the clothing-related contents within the Technology and Home Economics curriculum. All Korean elementary, middle and high school curricula have evolved through a number of changes and repeated revisions from their first versions, and reached their current seventh revised edition in 2009. Over this process, subjects connected to home economics have formed the following structure: Practical Courses in elementary school (5thand6thgrade)and Technology and Home Economics in middle and high school. The curriculum contents of the subjects Technology and Home Economics are divided into Development and Family, Clothing, Dietary Life, Habitation, Home Management and Consumption. Each curriculum teaches the students about its respective contents, e.g. Clothing brings the students in contact with clothing-related matters. Curricula and education methods help students find their own interests during middle and high school. Their school studies determine what majors they are seeking to choose in college and university. There are diverse university programs in Korea that are related to clothing. The above-mentioned textbook deals with clothing in the chapter Eco-friendly Clothing and Mending Habits. The results of this analysis shall help the development of the constantly changing textbook curricula, and furthermore become a reference to middle and high school students who aspire a practical and creative clothing education.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.11
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• pp.659-668
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• 2018

Since China and South Korea are equally concerned about high school education, so this study focuses on high school education, through the study of the objectives and structure, content, implementation, and evaluation of China's general high school education curriculum reform program, analyzing its characteristics and problems, and based on the problem, point to make the corresponding suggestions and comments. The results of the study, first, the reason for the reform of the high school curriculum is because of the emergence of compulsory education and need a curriculum that fits the actual high school education. Second, the character of China's high school curriculum goals are based on the trend of China's future social development, focusing on students' lifelong learning ability and core competence. the character of structure is that the subject courses and activity courses are parallel, and the elective courses and compulsory courses are parallel. The character of content is the emphasis on the era, basicity, and selectivity of the content. the character of Implementation and evaluation is the provision of support for implementation and the adoption of sustainable development methods. High school education courses have three problems in the curriculum itself and teachers and university entrance exams. There three suggestions about the problems, first, it is necessary to examine whether high school education is for preparation for admission or education for the public. Second, it is necessary to provide training that can enhance the core competencies of teachers. Third, the high school graduation evaluation and the university entrance evaluation system need to be improved.

• The Journal of Korean Society for School & Community Health Education
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• v.9 no.1
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• pp.99-113
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• 2008

Background: School is a primary health education setting for students and the related continuous support should be provided to renovate school health education curriculum consistent to socio-cultural changes in Korean society. Objectives: This study was conducted to identify the principals' and teachers' needs and perceptions of health education topics for high school students and to analyze their conceptual map for health education curriculum in Korean high school. Methods: The sample size of the preliminary survey was 77 and that of the main survey was 276 who successfully participated in the survey among the high school teachers selected from the stratified sampling over Korea. The self-administered mailing survey was conducted to identify the factor structure of the health education topics and to analyze the conceptual properties with exploratory factor analysis and multidimensional scaling analysis in SPSS 12.0. Results: A total of 31 health education topics were generated from the preliminary survey. The five factors were determined: 'health promotion behavior and management', 'injury and sexual harassment prevention', 'bulling and aggression prevention', 'public regularity and safety perception' and 'smoking and drinking prevention'. The mean score of health education needs was between medium to high and 'public regularity and safety perception' had the highest score of education need. The two-dimensional cooperates were generated for the 31 health education topics and the two dimensional properties which divided the conceptual space were 'disease-injury' for one and 'public/environmental/individual/personal' for the other. Conclusions: Health education curriculum and its textbook should be developed considering teachers' needs and field environments for health education in every school. Therefore developing field-based health education curriculum and the textbooks should be the essential key to realize problem-solving health education for youth in real school fields.

• English Language & Literature Teaching
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• no.4
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• pp.53-84
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• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• Journal of Educational Research in Mathematics
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• v.10 no.1
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• pp.35-55
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• 2000

There seems to be a public consensus that the content of Korean mathematics textbooks is extensive and of a high level of difficulty. However, such judgment is the result of a generalization based on individual experience or on the results from comparisons of the international levels of achievement. Therefore, a more objective and stricter approach to the determination of the quantity and level of difficulty of mathematics content is necessary. For this purpose, this study has compared the content of Koreas 6th and 7th junior high school curriculums, and the Korean mathematics curriculum to textbooks of the United States, which has a considerable influence on the making of Korean mathematics textbooks. First of all, a comparison of Koreas 6th and 7th junior high school mathematics curriculums showed a slight reduction in the total quantity of content, as more content was deleted than was added in the 7th curriculum. However, given the fact that the number of hours of mathematics classes has been reduced, the reduction in content cannot be regarded as anything more than a simple reflection of the reduction in hours, proving that the 7th curriculum has not met its revision objective of reducing the content by 30%. Meanwhile, the comparison of the United States junior high school mathematics textbooks to Korea's 7th curriculum showed that the 7th grade content in the United States was much broader, encompassing content which in Korea ranged from the 2nd grade of elementary school to the 2nd year of junior high school. Therefore, on the surface, it may appear that the overall level of content in the American mathematics textbook is lower than that of the Korean. However, there are several cafes, such as statistics and probability, where certain content was more difficult and introduced at an earlier grade in the United States than in Korea. In fact, it can be said that Korea students tend to find content of the mathematics textbooks to be harder than they actually are because they are delivered as a mere aggregate of algorithms, with little consideration to its application in their everyday lives. In this respect, there is much room for improvement on the mathematics textbooks of Korea.

• Journal of Multimedia Information System
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• v.1 no.2
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• pp.133-142
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• 2014

In the revised 2015 curriculum, it is emphasized that fostering of the students as the capable 'creativity-convergent' individuals can be achieved by offering them the opportunities to cultivate the basic knowledge in liberal arts, society and scientific technologies through schooling. While retaining the basic principle of 'fostering creative people', this fundamentally-reformed curriculum involves improvements in the elementary and middle school curriculums in response to the national and social demands in which active responses to the changes in the educational environments and amelioration of the problems posed in the field applications are required. Accordingly, a novel future-oriented curriculum is necessary for the classroom teaching, and to realize the goal, the 'Competence-oriented Social Multimedia Computer Network Curriculum' adopting the virtualization and the 'Bottom-up' methods has been proposed in this paper as a feasible and practical curriculum. Our curriculum will be compared with the recent Cisco high school curriculum and analyzed contemplating recent curriculums in US, UK, Japan and India. Two 1-year practice courses are examined to prove the validity of the proposed curriculum for a period of two years as a qualitative research project. The results of the comparative analysis will show that our proposed curriculum is superior to the Cisco high school curriculum in the aspects of economic feasibility and learning satisfaction.

• Journal of Korean Home Economics Education Association
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• v.8 no.1
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• pp.23-32
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• 1996

The purposes of this study was to investigate high school girl students’concerns about the family life education in Home Economics and their needs for learning in home economics classes in order to develop an advisable co-education curriculum. The questionnaires were completed by 196 first grade students in Seoul in 1993 and 765 first grade students in Tokyo and Kanagawa Prefectures in 1991. The contents of the questionnaire were as follows：1) students’interests in the areas of Home Economics education, 2) students＇concerns in their daily life 3) students’interests in a new curriculum for family life education：16 contents from human birth to death. 4) students’experience with their family, and 5) students’educational needs in Home Economics’teaching method. The result of our research showed that：1) Most of senior high school students in Korea and Japan had strong interests in their life and life span. 2) Although there are some differences in the degree of concerns between Korea and Japan, senior high school students in Korea and Japan had strong concerns with their “characteristics and personality”, their “future job”, their “looks and figure”and their “hobby and amusement”, these had not been the contents of home economics in Korea and Japan, but had been in U.S. 3) Very few senior high school students in Japan and especially in Korea had contacts with their grandparents. 4) Senior high school students in Korea and Japan showed strong interests in their near future stage, but they showed less interest in the stage of early childhood. 5) Senior high school students in Korea and Japan showed their diverse needs for learning in home economics classes. The results indicated that co-education curriculum for family life education should meet adolescent needs and concerns, and our new curriculum, “from one’s birth to death/one’s life span”, would be more advisable.

• Journal of the Korea Society of Computer and Information
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• v.14 no.8
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• pp.73-80
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• 2009

It is difficult that expertise human supply and demand for industry requires by imbalance of industry necessity human and profession organs of education's Skill Mismatch. Industry can prove productivity though reeducate school graduation person in spot and master correct technology in industry special quality. This paper is research that accommodate Demand Education that industry requires and make out full text caution Curriculum Specializing Vocational High School in e-Business field. Analysis e-Business industrial classification and occupational classification. Analysis knowledge and technological level that require in industry about e-Business education and investigate and analyze the demand. Base industry, Support industry, Apply e-Business Curriculum that is examined by practical use industry to learning, Do to estimate satisfaction about Demand Education Curriculum of industry and confirm Success special quality with research and investigation and application wave. Suggested for e-Business Curriculum's basis model in this paper and school subject Curriculum. Wish to contribute in nation development through productivity elevation through e-Business education of industry request.

• Journal of the Korean earth science society
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• v.43 no.4
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• pp.557-566
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• 2022

The purpose of this study was to examine the status of the field application of the Science II career electives with the application of the 2015 revised curriculum up to the 3rd year of high school. This study focused on examining high school science teachers' perceptions of the student-participatory class and process-centered assessment in Science II subjects, which are career-intensive high school science electives. A total of 192 science teachers responded to the survey questionnaire, and 12 teachers participated in interviews. In the in-depth interviews conducted to supplement the survey results, questions were asked about changes in the overall class, the status of student-participatory classes, and changes in the assessment of Science II subjects due to the emphasis on process-centered assessment. The main research results included teachers' perceptions of changes in teaching and assessment methods with the application of the revised curriculum, the degree to which the eight skills used in Science II classes develop the key competencies of science, and the teaching and assessment methods commonly used in Science II classes. Science teachers generally agreed with the purpose and necessity of introducing student-participatory classes and process-centered assessment, which are the core purpose of the 2015 revised curriculum. However, they had difficulties in practice due to the excessive content of Science II subjects. Problems were also encountered with securing objectivity and fairness during assessments and the operation of online science classes due to COVID-19.

• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.155-169
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• 2009

Purpose: The purpose of this study is to suggest the direction for improvement of educational curriculum for health education in future while investigating change of organization in curriculum for health education in Korea. Method: It is to analytic thinking the trend of curriculum development and organization of the health curriculum in national level. Results: As a result of this analysis of change of organization in curriculum for health education in Korea, the educational curriculum in Korea is proved to have established diverse subjects about health education in whole educational curriculum. The analysis of organization of educational curriculum in each term shows that subjects on health education has diminished in amount or weakened in content in the education of elementary, middle and high school, as they disappeared from organization of educational curriculum in 4th and 5th terms for education. Seventeen hours per year portioned for health education in revised educational curriculum for 2007, which is currently operated, has been analyzed as being very short to its full requirement. The significant increase of hours for education is demanded for health education to be systematic and practically helpful in actual field of education in schools. Conclusion: It is also demanded that the more diversified and systematic method of education should be applied to and operated for organization and operation of educational curriculum rather than strictly unified educational curriculum.