• 한국멀티미디어학회논문지
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• 제21권10호
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• pp.1221-1235
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• 2018

This study aims to analyze the multicultural content of the Korean Elementary School Textbook revised in 2015. This study abstracted the framework of multicultural factors for analysis of multicultural contents from the research on "Revision Guidelines by Analysis of Multicultural Factors in Secondary Curriculum and Textbook". The analyzed textbook is the integrated winter textbooks for both the first and second grades revised curriculum in 2015. Several findings were represented as follows: first, the frequency of multicultural content displayed five times in first grade and nineteen times in second grade respectively. Second, the analyzed textbooks did not include contents directly associated with multiculturalism. Activities and experience is important in the acceptance of unfamiliar cultures Thus, multicultural contents' frequency of within textbooks is very crucial. Finally, the revised curriculum focused on activities and experiences about the theme and content in the textbook and was developed around block chassis. For teaching the textbook content, teachers must perfectly understand textbooks through teacher training. The textbooks of reflecting right values on multiculturalismIn. this respect, elementary school curriculum and textbook content should be improved by supplementary revision fitting for the growth of humanity in the multicultural era.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제23권2호
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• pp.93-111
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• 2020

The purpose of this study was to examine mathematics teachers' perceptions of multicultural education. To achieve this goal, the study explored how 10 elementary mathematics teachers noticed multicultural content in a mathematics textbook. Building upon noticing framework (Jacobs, Lamb, & Philipp, 2010), we first examined teachers' attention toward multicultural content in a mathematics textbook. Then, we examined teachers' interpretation of the content. We employed a content analysis approach to examine the collected data. The results indicated that most mathematics teachers held a content integration perspective. Their view was that "multicultural education" referred to learning about the diverse cultures of different countries. Moreover, although they noticed some multicultural content in the textbook, they wanted to discuss them in superficially descriptive ways and avoid talking about social justice issues. Additionally, some teachers believed that mathematics is a culture-free subject. They argued that multicultural content should not be presented in mathematics textbooks. We also discussed uncommon themes, which were reported by only a few mathematics teachers.

• 컴퓨터교육학회논문지
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• 제13권3호
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• pp.25-34
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• 2010

본 연구는 2007년 개정 교육과정에 의해 개발된 중학교 정보 교과서를 비교 분석하고, 이를 토대로 교과서 개선 방안을 제시하였다. 교과서는 체제와 내용의 두 가지 준거를 고려하여 분석되었으며, 수집된 자료의 분석은 내용 분석법(content analysis)을 사용하였다. 분석 결과, 교과서 체제는 전체 구성, 영역별 비중, 내용 전개 구조, 평가 유형에서 차이를 보였으며, 교과서 내용은 각 교과서가 다루는 개념, 프로그래밍 언어의 종류에서 차이를 보였다. 교과서 비교 분석의 결과를 토대로 여섯 가지의 정보 교과서 개선 방안을 제시하였으며, 이는 향후 정보 교과서 개발 시에 도움이 될 것으로 기대된다.

• 수산해양교육연구
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• 제28권2호
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• pp.489-501
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• 2016

The purpose of this research is to analyze the narratives of elementary school history textbooks of Korea and US. The research problems are as follows. Firstly, what are the form and content of narratives of Korea's elementary school history textbook of Korea and US. Secondly, what are the characteristics of narratives of American elementary school history textbook of Korea and US. The content analysis method was utilized for analyzing narratives of textbooks. Research results are summarized as follows. Firstly, the features of Korea's elementary school history textbook are described. Secondly, the features of American elementary school history textbook are described. Thirdly, the common features and differences between both countries' textbook narratives are analyzed. Lastly, the implications for diversifying the narratives of Korea's elementary school history textbook are recommended.

• 가정과삶의질연구
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• 제27권1호
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• pp.107-125
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• 2009

This paper analyzes the life and culture contents of the primary Korean textbook for female marriage immigrants and investigates ways to improve the textbook organization in future. The study results are as follows: 1. The textbook must reflect the demands of female marriage immigrants as learners that need to adapt to Korean society. 2. The textbook needs to adopt a circulating disposition in organizing such life and culture contents that female marriage immigrants can obtain and utilize while living in diverse life environments 3. The textbook should also provide multi-cultural elements in order to help female marriage immigrants with the internalization of the complex identity between their home countries and Korea.

• 비교문화연구
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• 제29권
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• pp.479-501
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• 2012

In this paper, I analyzed the russian cultural content of the russian textbook according to curriculum changes. The aim of this study is to analyze the content of the russian textbooks on russian culture. Our education of russian language begins in high school as a second language. And russian education in high school entirely depend on the textbook. In these circumstances, Russian textbooks play a very important role in the Russian language learning. For a practical and efficient language learning, acquisition of cultural knowledge is very important. Because cultural content can be learning motivational factors. But the contents of a textbook is not satisfactory enough to teach russian culture. More efficient textbook must be developed to advance student's linguistic ability.

• 한국영어학회지:영어학
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• 제3권2호
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• pp.233-254
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• 2003

This paper analyzed the effect of using a content-based English textbook in teaching English to Korean college students. The textbook reflected the recent trend in EFL/ESL development that subject matters should be taught as part of the language instruction. The analysis of the questionnaire survey conducted to college students at the end of the semester revealed an encouraging result that this new type of ELT college textbook is effective in helping Korean college students prepare for learning their subject areas through English. Based on this positive outcome, a suggestion is made that the current general purpose college English teaching curriculum be shifted toward a content-based specific purpose type to accommodate the increasing demand of learning subject areas through English in colleges in Korea.

• 한국멀티미디어학회논문지
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• 제19권6호
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• pp.1065-1073
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• 2016

In this paper, we examined informatics textbooks for middle school students in accordance with 2009 revised curriculum through conducting both content analysis and surveys. The content analysis was analyzed the composition and contents of textbooks. Survey questionnaires were based on the authorization criteria and selection standards of informatics textbooks. The content analysis demonstrated that there were discrepancies among textbooks in areas such as the total number of pages, related material, the number of core concepts introduced in each chapter, and the application of software. The survey results showed that two sections - 'Expression and Modification' and 'Text' exhibited the most positive results, and the 'Creativity' section the least. Using the findings above, we present alternative ways to improve qualities of these textbooks.

• 컴퓨터교육학회논문지
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• 제19권2호
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• pp.31-40
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• 2016

교과서는 교육과정 내용을 토대로 학습 목표 달성에 도움을 주는 도구이다. 2015 개정 교육과정이 발표되었기 때문에 교과서의 내용도 새롭게 구성될 것이다. 본 연구는 교과서 집필에 대한 시사점을 제공하기 위한 목적이 있다. 목적 달성을 위해, 현재 사용되고 있는 중학교 정보 교과서의 내용요소 분석과 새롭게 구성되는 피지컬 컴퓨팅 영역에 대한 접근방향을 도출하기 위해 파일럿 스터디를 진행하였다. 내용의 탐구적 경향은 Romey 분석을 사용하였고, 파일럿 스터디는 로봇을 활용하여 H/W와 S/W의 조화로운 수업이 될 수 있도록 하였다. 분석 결과, 현재 사용 중인 교과서 중에 학생들의 사고력 신장 도움에 적합한 교과서는 한 권이었으며, 피지컬 컴퓨팅 영역의 경우 탐구적 수업이 긍정적으로 나타났다. 본 연구는 교과서 구성에서 활동을 중시하는 형태의 집필이 필요할 것을 시사하였다.

• 중국학논총
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• 제70호
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• pp.87-108
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• 2021

This paper makes a comparative analysis of and (Third Edition) textbook. In the introduction part, it puts forward the purpose, significance and research object of the text, combs the general situation of the research on the arrangement of business Chinese textbook, discusses the concept and characteristics of business Chinese, and then makes a detailed comparative analysis of and Two Business Textbooks for Korean and Chinese. Firstly, the paper compares the compiling principles, compiling purposes and applicable objects. Then, it compares the text content, vocabulary selection, grammar teaching, culture and other aspects. Business Chinese has more international teaching ideas and diversified teaching methods in textbook editing, while the former is more targeted in different countries, reflecting more contents of cultural comparison between China and Korea in textbook content. we hope to find a reasonable plan for the compilation of Korean business Chinese textbooks.