• 대한치과의사협회지
• /
• 제57권8호
• /
• pp.437-447
• /
• 2019

Purpose: In recent years, efforts to improve the dental curriculum in South Korea have focused on a shift to outcome-based dental education based on core competencies in dentistry. So far, the field has seen various studies on the development of competencies, performance evaluation, and the importance of outcome-based education, but few studies have documented the development of such an education model. Therefore, this study develops an OBE curriculum for dentistry education and describes the development procedures and then finally this study intends to share our experience to other dental schools. Methods: This study introduces the development procedure and details of an outcome-based education model for dental education and presents the five stages of an outcome-based education model. In this study, 3 educational experts and 2 dental professor composed the TFT and developed the research method according to the ADDIE model. Step 1 is to conduct quantitative / qualitative research analysis through some survey and interview, Step 2 is to do a survey to revise competency, Step 3 is to develop a materials through consensus and participation of our professors of the dental school, Step 4 is to do some workshops, Step 5 is to prepare and conduct a outcome evaluation. Results: Step 1 is a required process for developing an educational model: the Job Analysis & Need Analysis stage. Step 2 is the Development of Outcome and Competency stage, which involves revising the competencies that are the basis of the curriculum. Step 3 is developing competency descriptions, competency levels, and evaluation criteria?the Development of Outcomes and Evaluation Standards. Step 4 is the Development of Milestones for Curriculum and Instructional Strategy, which examines the curriculum's problems and analyzes the improvements of each course. Step 5 is the Evaluating Outcomes stage, conducted based on the competencies specified by the target dental school. Conclustion: The model presented here can serve as a foundation for outcome-based education in other dental schools.

• 한국문헌정보학회지
• /
• 제53권2호
• /
• pp.49-68
• /
• 2019

초 중등학교에 있어서 교육과정은 교육의 핵심이다. 교육과정은 교육의 목적과 목표, 교육내용, 교육자료 및 교수-학습방법을 규정한 종합적인 교육계획이다. 우리나라를 비롯한 많은 국가에서는 초 중등학교 교육을 위한 국가수준의 교육과정을 마련하고 있다. 우리나라의 경우에는 국가수준의 교육과정은 10차례에 걸쳐 개정한 바 있으며, 현재는 '2015 개정 교육과정'을 적용하고 있다. 한편, 한국도서관협회에서는 2007년에 초 중등학교의 정보활용교육을 위해서 '도서관과 정보생활' 교육과정을 개발하였다. 그러나 이 교육과정은 국가수준의 교육과정인 '2007 개정 교육과정'에 근거하고 있어서 현행 '2015 개정 교육과정'의 구조와 내용체계와는 차이가 있다. '도서관과 정보생활' 교육과정은 '2015 개정 교육과정'의 구조와 내용체계에 맞추어 개정할 필요가 있다. 이에 본 연구에서는 '2015 개정 교육과정'과 '도서관과 정보생활' 교육과정을 비교, 분석한 후에 '도서관과 정보생활' 교육육과정의 개정 방향을 제안하였다.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제23권4호
• /
• pp.229-255
• /
• 2020

본 연구에서는 OECD의 DeSeCo 및 2030 프로젝트의 동향을 고려하였을 때 역량을 기르는 교육과정이 더욱 강조될 것으로 예상하고 역량 기반의 교육과정 성취기준 개선 방안을 모색하였다. 이를 위해 OECD 2030 프로젝트에서 새롭게 강조하는 역량을 살펴보고, 호주 초등학교 수학과 교육과정에서 역량을 성취규준과 내용 해설에 어떻게 담아냈는지 고찰하였다. 우리나라 2015 개정 초등학교 수학과 교육과정과 호주 교육과정의 성취기준을 매칭하고 수와 연산 영역의 내용을 중심으로 심층적으로 비교 분석하였으며, 역량이 성취기준에 반영되어 있는 양상을 살펴보기 위하여 성취기준에 포함된 기능 동사를 분석하여 비교하였다. 분석한 결과를 토대로 수학과 교육과정에서 성취기준에 역량을 충실히 반영하기 위한 개선 방안과 시사점을 도출하였다.

• Human Ecology Research
• /
• 제55권5호
• /
• pp.539-553
• /
• 2017

This study explored the organization of high school Home Economics (HE) selective curriculum for the Fourth Industrial Revolution. We critically review the change process of HE curriculum as well as problems based on the understanding of the Fourth Industrial Revolution. The results were as follows. First, regarding the characteristic consistently shown in the revision process of high school curriculum, the huge increase of the number of subject organized resulted from the intensification of the selective-centered curriculum strengthening the choice for school and students. However, HE was reduced to some 'Technology-Home Economics' subject and a single subject 'HE Science' as a selective subject was subsequently combined with Technology after the $7^{th}$ curriculum period. Consequently, HE hard to organize the career-focused curriculum, emphasized by the revised 2015 curriculum due to the insufficient number of subjects. Second, the choice of HE in high school curriculum should be expanded as measures to organize the HE curriculum of high school to cope with changes that result from the Fourth Industrial Revolution. For the operation of the career-focused curriculum, career selective subjects and specialized subjects should be more diversely established. In accordance with changes in a future society that results from the Fourth Industrial Revolution, the HE education community should be prepared in advance to be organized as a selective subject when revising a subsequent curriculum, by newly establishing subjects necessary to students through collective intelligence and deliberation with pedagogists and scholars for subject content as well as by producing/getting approval from government-recognized textbooks.

• 한국수학사학회지
• /
• 제13권1호
• /
• pp.77-84
• /
• 2000

In this paper we study the process of changes on the arithmetic education curriculum of elementary school in Japan. The arithmetic education curriculum have been developed through experience-centered curriculum, discipline-centered curriculum into humanistic curriculum, and its pedagogical background is based on the theory of J. Dewey, J. Bruner and J. Piaget, respectively.

• 대한수학교육학회지:학교수학
• /
• 제6권2호
• /
• pp.213-233
• /
• 2004

This study looked into the procedures of and the status on the implementation of the new 7th national curriculum at the elementary school level, especially focused on the subjects of schools and the teachers for the actual 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 be-ing 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.

• 국제교류와 융합교육
• /
• 제2권2호
• /
• pp.1-8
• /
• 2022

In March 2021, the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School> issued by the Ministry of Education of China clearly pointed out that it is necessary to adhere to child oriented. This goal of this policy is based on the idea of "living education" proposed by Mr. Heqin Chen in 1940, which indicates that a true understanding of children is necessary before talking about educating them. The core goal of "bidirectional articulation" is to strengthen the sense of articulation between kindergartens and elementary school, scientifically prepare for and adapt to school enrollment, and promote the smooth transition of children. Moreover, the <Guidance Points for Kindergarten Readiness Education> and the <Guidance Points for Elementary School Adaptation Education>, which were released at the same time as the <Guidance on Promoting the Scientific Interface between Kindergarten and Elementary School>, also place special emphasis on the cultivation of children's life preparation and adaptability. The aim of the bidirectional articulation "bridging" is to realize a two-way exchange of curriculum between kindergarten and elementary school, and to reform the curriculum at three levels through the curriculum spirit of "gamification", the continuous curriculum structure, and the developmental curriculum evaluation.

• 한국임상약학회지
• /
• 제31권4호
• /
• pp.293-300
• /
• 2021

Background: This study aims to determine whether the new 6-year pharmacy curriculum is designed to help students in their career path based on the employment status of the current 2+4 pharmacy school graduates. Methods: An online survey was conducted to the pharmacists who graduated from Woosuk University College of Pharmacy between 2015 and 2021. The survey questions included the current employment status of the graduates and their feedback on the clinical pharmacy curriculum at Woosuk University. Results: There were a total of 104 graduates who responded to the survey out of 312 graduates of whom the school had current contact information. Most of the graduates are currently working in a community pharmacy (63.5%), followed by hospital pharmacy (27.9%) and pharmaceutical industry (4.8%). Although most graduates were satisfied with clinical pharmacy courses at our college, many thought there needs to be a reinforcement or improvement in the curriculum, including pharmacotherapy and pharmacy practice experiences as well as social pharmacy courses. Conclusion: Based on our study, clinical and social pharmacy are the courses that teach the knowledge and skills required in community and hospital pharmacy and yet, are most in need of improvement. As most graduates work in a community or hospital pharmacy, it is necessary to improve our pharmacy curriculum so that they can learn and demonstrate their clinical skills effectively.

• 대순사상논총
• /
• 제18권
• /
• pp.1-24
• /
• 2004

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

• 대한수학교육학회지:수학교육학연구
• /
• 제12권3호
• /
• pp.353-369
• /
• 2002

In this paper, we deal with the teaching of the approaching to algebra based on patterns. The change of algebra curriculum has been undergoing in many countries including USA, England, Australia. The traditional algebra curriculum starts with letters(variables), algebraic expressions, and equations. But these formal approaching method has many difficulties in teaching school algebra. Therefore the new algebra curriculum has to be needed, and the approaching to algebra based on patterns has been focused. In this paper, we compare this new approaching to algebra based on patterns to the traditional algebra curriculum. Next we consider the NCTM algebra curriculums based on Standards (1989) and Standards 2000(2000), Britannica textbook series(1998) based on RME. Also we investigate our pattern approaching in our curriculum and discuss some problems from the perspective of the approaching to algebra based on patterns.