• School Mathematics
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• v.19 no.2
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• pp.229-248
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• 2017

This study investigated the factors that should be considered when teaching proportional expression and proportional distribution through literature review. Based on these results, we analyzed and compared Korean and foreign mathematics textbooks on proportional expression and proportional distribution longitudinally and horizontally to search for desirable methods of organizing the unit of proportional expression and proportional distribution in mathematics textbooks. For longitudinal analysis, we took the mathematics textbooks according to the national curriculum since the 5th one. For horizontal analysis, we selected the mathematics textbooks of Japan, Singapore, and China. In each textbook, the contents and the order in relation to proportional expression and proportional distribution, the definitions of terminology, and the contexts and the visual representations for introducing related concepts are selected as the analysis framework. The results of analysis revealed many characteristics and the differences in ways of dealing contents about proportional expression and proportional distribution. Based on these results, we suggested some implications for writing the unit of proportional expression and proportional distribution in elementary mathematics textbooks.

• Hwankyungkyoyuk
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• v.12 no.1
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• pp.40-63
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• 1999

As the environmental problems are recognized as daily problems in our lives, not as issues of those who are engaged in specific professional fields, the interest in environmental education is increasing gradually. The environmental education is the one that studies the environment and its problems and seeks the solutions for them. This paper deals with how the Korean subject will include environmental education. The environmental problems are already dealt with in the Korean textbooks according to the 6th curriculum for the Korean subject. A noticeable fact is that those textbooks connect the skills for language skills with environmental education. That is, the textbooks try to improve 4 language skills (speaking, listening, reading, and writing) with the Korean data related to environment, which can be the most practical means. This tendency will be also reflected in the 7th curriculum for the Korean subject, and the means will be taken by which environmental education will be able to be implemented more effectively through a variety of learning activities. In case of speaking and listening, learning activities such as speaking of, listening to, or discussing the contents concerning environmental problems can be recommended. In case of reading and literature, learning activities such as reading articles or works concerning environmental problems. Through these learning activities the Korean education will be able to achieve the goal in the fields of knowledge, information, and autonomy or attitudes which are the goals of environmental education. If the contents of the Korean curriculum are described in detail, it can be known that the Korean subject have someting to do with knowledge, skills, and recognition more deeply. In the methods In obtain information and knowledge, it will be desirable to recognize knowledge and information indirectly through various reading data rather than to recognize knowledge and information directly. Or it will be desirable to increase the sensitivity about environmental problems through literary works. For this environmental education in the above, we need to utilize discussion or presentation-oriented leaching and learning in the Korean education. Also we need to approach environmental problems by using various teaching media. We need to emphasize the education in the affective domain, especially through expression of emotions. guidance of reactions, internalization, personification, and so on.

• The Journal of the Korea Contents Association
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• v.12 no.5
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• pp.515-524
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• 2012

This paper studied the statistics such as the total number of syllables, the kinds of syllables, the frequency of syllables, the number of eojeols(word phrases unique in Korean language), the kinds of eojeols, average length of eojeols, the frequency of eojeols and the parts of speech in four different Korean textbooks for 6th-grade students(6-1 Korean Reading, 6-1 Korean Speaking Listening Writing, 6-2 Korean Reading and 6-2 Korean Speaking Listening Writing). The results of the statistical survey are as follows: the number of Hangul syllables was 194,683; the kinds of syllables were 1,290; the average frequency of syllables was 150.9; the number of eojeol was 70,185; the kinds of eojeol were 22,647; the average frequency of eojeol was 3.1; the average length of eojeols was 2.8 syllables, the longest one consist of 10 syllables. In parts of speech, nouns are used more in the Korean Reading textbook, and verbs are used more in Korean Speaking Listening Writing.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.115-124
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• 2016

This study aims to analyze the types of occupations that are presented through the illustrations in the elementary school textbooks specifically designated by the government, from a perspective of a digital world.. Types of occupations were analyzed from a perspective of digital world by analyzing the illustrations presented in Korean language, social studies and ethics textbooks of elementary school year 3~6. Occupations that would disappear in future were compared and analyzed from a point of view of a report, "The Future of Employment: How susceptible are jobs to computerisation?". As a result of the analysis, it was confirmed that the occupations presented in the textbook were not reflecting the change of society and occupations, and there was absolutely no reflection of the times at all that highlights SW. This study has a significance for proposing directivity regarding writing of new textbooks at a current situation of new textbook work being processed, based on the 2015 amended curriculum.

• Journal of Educational Research in Mathematics
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• v.26 no.2
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• pp.247-267
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• 2016

It has been pointed out that the mathematics textbooks according to 2009 revised national curriculum cause difficulty not by mathematical knowledge but concomitantly by words and sentences for the first graders who just started learning Korean alphabets. This study focused on the suitability of words and sentences in mathematics textbooks for elementary first grade. We analyzed the degree of difficulty and familiarity in terms of words and the structure, length, and expression in terms of sentences. The results show some causes that lead the first graders to the difficulty. In more detail, we found 108 difficult words and 6 unfamiliar words for the first graders. And it is noticed that the textbooks contain 37 compound sentences, 727 complex sentences, and 38 compound-complex sentences. They also contain 237 long sentences that are composed of 9 words or more, 168 sentences that assign two activities or more, and 52 sentences that contain three nouns or adjectives or more successively. Based on these results and discussions, we suggested several implications for writing mathematics textbooks for the lower grades in elementary school.

• Journal of Korean Home Economics Education Association
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• v.16 no.4 s.34
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• pp.27-41
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• 2004

The purpose of this study was to provide a primary data for the revision of Home Economics Curriculum from the quantitative content analysis of illustrations in current Home Economics textbooks from the gender equity perspective. This study analyzed 342 illustrations and 1.368 individuals in 15 volumes of Home Economics textbooks of the 7th curriculum by units. The major findings of this study show that current Home Economics textbooks improved compared to the textbooks of previous the 4th, 5th. and 6th curriculum periods in terms of sex proportion and sex compositions of individuals appeared in illustrations. However, sex roles. color of clothing and dressing styles. and background and description of individuals appeared in illustrations tends to not described as gender equitable. This study recommends that there is a need for Department of Education to provide a specific manual and authorization standards for writing textbooks and constructing illustrations.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.28 no.1
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• pp.5-23
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• 2017

The purpose of this study is to analyze media in the elementary moral textbooks with the information processing model and suggest some ways to boost media literacy within the school library. In this study, the three national moral curriculum for the 4th, 5th and 6th elementary students are assayed. As the results of analysis, the inputs of the elementary moral textbooks are bias toward pictures (visual media) and stories (printed media), its' processing focus on investigation and workbooks using the table and its' outputs are based on the writing, speaking and making (creating). But there are so lack of specific activities to achieve relevant information form the media and the reading strategies of visual media as the elements of inputs. The school library should serve various reading materials considering the develop of reading interest, make workbooks for learning strategies according to the text types and try to secure collaborative teaching time to resolve the bias toward media of inputs, increase information processing activities and improve students' media literacy.

• Journal of the Korean School Mathematics Society
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• v.16 no.2
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• pp.459-478
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• 2013

Didactic transposition refers to an adaptive treatment of mathematical knowledge into knowledge to be taught. This study intends to investigate how mathematical knowledge was modified in mathematics textbooks and lessons. This study identified examples of didactic transposition in mathematics textbooks and lessons in Korea and those in the U.S., The examples identified were FOIL method, trigonometry using s, c, t in writing style, order of operations(PEMDAS), area of a circle and circumference, order of prefixes in the metric system, trigonometry(SOH, CAH, TOA), operations on integer, and regular polyhedra. These examples were classified into the two categories, one for mnemonics, and one for concreteness and intuitiveness. Then a survey was conducted for in-service teachers in Korea and those in the U.S. to evaluate the appropriateness and the necessity of didactic transposition. Lastly, the potential didactic phenomena, meta-cognitive shift which may occur with these examples were discussed.

• MALSORI
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• no.48
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• pp.35-55
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• 2003

The aim of this study is to clarify the process of the sound changes of Japanese consonants (Dakuons) in the analysis of the transcriptions of Korean Source-Materials (i.e. Japanese textbooks for Korean and the records of travel in Japan) written in the 15-l8th centuries with the Korean writing system. Especially these records of travel in Japan are meaningful in that the process of change of Dakuon is shown in detail. The results are as follows. 1) In the 15th century, all Dakuons /g d z b/ had nasality. 2) The nasality of /z/ and /b/ disappeared in the 16th century. 3) The nasality of /d/ disappeared in the late 17th century.

• Speech Sciences
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• v.1
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• pp.227-236
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• 1997

How do aphasics deal with the inflectional marking occurring in agglutinative languages like Korean? Korean speech repetition, comprehension and production were studied in 3 Broca's aphasic speakers of Korean. As experimental materials, 100 easy sentences were chosen in 1st grade Korean elementary school textbooks about reading writing and listening, and two pictures were made from each sentence. This study examines the use of three kinds of inflectional markings--past tense, nominative case, and accusative case. The analysis focuses on whether each inflectional marking was performed well or not in tasks such as repetition, comprehension and production. In addition, morphological errors concerned with each inflectional marking were analyzed in view of markedness. In general, the aphasic subjects showed a clear preservation of the morphological aspects of their native language. So the view of Broca's aphasics as agrammatical could not be strongly supported. It can be suggested that nominative case and accusative case are marked elements in Korean.