• Cross-Cultural Studies
• /
• v.40
• /
• pp.133-158
• /
• 2015

This study aims to analyse the conversation structure on Talking Culture("說漢語 淡文化") that is one of the conversation textbooks about Chinese culture and investigate Chinese textbooks published in Korea and Japan from a integration point of view among language, literature and culture for improving upon the problems on Talking Culture. For this purpose, this study, before analysing and investigating, considered the concept of language socialization on learning Chinese as a foreign language, and on the basis of it, analysed the conversation structure of Talking Culture. And then this study examined how we should organize the structures and contents when making conversations in Chinese textbook related with culture in compared with the Chinese textbooks published in Korea and Japan. In conclusion, this study argues that when composing a conversation textbook with culture, we not only need to pay attention not to have an inclination for conversation structure, but need to make use of the contents in Chinese literary and culture works for organizing conversations from the perspective of integration among language, literature and culture.

• The Journal of the Korea Contents Association
• /
• v.15 no.3
• /
• pp.458-466
• /
• 2015

This article aims at examining Japanese recognition of Korea through analyzing the Japanese language textbooks of Japan, in order to find how Japanese people perceived Korea in the first half of the 20th century. I explored descriptions related to Korea in the Japanese language textbooks published in the 1st curriculum (1904) to the 5th curriculum (1945). In this period, the Japanese language textbooks were serving in allowing Korea to be associated Queen Jin Goo and Toyotomi Hideyoshi, Korean custom and Korean landscape of Seoul and rural area. They designated Korea was a small and weak country through the stories of Queen Jin Goo and Toyotomi Hideyoshi. Although they introduced Korean floor heating system, Korean costume, and Korean ritual, they reinforced Korea was a backward country through representing undeveloped transportation facilities and unsanitary living conditions. They characterized the coloniality of Korea through portraying modern buildings created by Japan on Seoul streets. Furthermore, they induced assimilation of Japan and Korea through the story of Korean rural areas.

• Philosophy of Education
• /
• no.66
• /
• pp.105-132
• /
• 2018

This study analyzes and compares the contents of the prohibited history textbooks to the officiated curriculum textbooks during the Japanese Intervention period. By doing so the study will discuss the curriculum regulation through the new educational sociology aspects. The results are as follows. First, the Residency-General placed Japanese advisors in educational faculties to prepare a foundation for colonial education. It was intended to influence the educational system and its contents by displaying their superiority represented by their group of elites. Second, In 1908, the authorities issued the textbook regulation, which controlled the contents of the education before the book was published. The standard for the regulation was to exclude contents that are disadvantageous to Japan, and is favorable to colonial rules. Third, The prohibited textbooks contained contents that violate the standards. This shows that during the Residency -General period the textbook examination system was a tool to control school curriculum. Fourth, after comparing the contents of both prohibited textbooks and regulated textbooks, the prohibited history textbooks included the national independence, the victory over the Japanese, patriotism, and unfavorable relations with Japan. On the other hand, the regulated textbooks omitted patriotism and ethnicity-independent content, and instead filled its content with a friendly relationship Korea had with Japan at the time. This phenomenon proves that knowledge and the way of thinking are favorable towards superior groups of society and have an influence in determining the content of school education. This is the new education sociology theology.

• The Mathematical Education
• /
• v.44 no.2 s.109
• /
• pp.201-213
• /
• 2005

The purpose of this study is to find research areas that were less represented by the researchers of mathematics textbooks and to provide feedback for the research and development of mathematics curriculum and textbooks. In order to complete this study, we analyzed comparative studies of mathematics textbooks published in Korean. This study analyzed 107 comparative studies published until recently based on following aspects: countries studied (North Korea, U.S.A., and Japan), Math curriculum studied (6th and 7th mathematics curriculum), and Math contents studied (probability and statistics) and etc. The result of this study suggests that the content area of creative problem solving was particularly less represented by the studies published and require more concern from the mathematics education researchers

• Journal of The Korean Association For Science Education
• /
• v.25 no.4
• /
• pp.480-493
• /
• 2005

The development of modem technology made people more aware of the importance of science education, which was followed by research on textbooks based on the new curriculum. This study compared physics textbooks that were published after the new curriculum started in 2000 and 2002 in Korea and Japan, respectively, and aimed to become a reference for further improvement of science curriculum and textbook reform. The results were as follows : 1. The number of teaching topics in Korean science textbook is greater than those in Japan. 2. In detail, the field of physics appeared to be relatively more important in Korea's textbooks, while it was the field of biology that was given more weight in textbooks in Japan. 3. The textbooks in Korea and Japan covered in more detail the concepts of 'power and energy' and 'electricity and magnetism', respectively. 4. The textbooks in Korea introduced the contents of magnetism initially, whereas their counterparts in Japan, the contents of light. As a whole, the contents of the science textbooks in Korea and Japan were very similar. However, more detailed concepts were included in Korea's textbooks, and therefore, Korea's textbooks seemed to have richer contents than Japan.

• Journal of The Korean Association For Science Education
• /
• v.20 no.3
• /
• pp.443-454
• /
• 2000

The compilers of science textbooks during the enlightenment period of Korea had been active in teaching and writing of science education. Thus a research on their social and educational backgrounds would help us to understand the historical process of the formation of Korean science education. In finding out their backgrounds, the official government resumes and the bulletins of an academic society were used. It was found that seven compilers of science textbooks, with their known resumes and bulletins, studied in Japan and another six studied in Korea. However, most students who studied in Japan with the support from Korean government returned to Korea and took an active part in education. In the first place, they had written the scientific articles in the bulletins. Then, they published school textbooks, including science textbooks. However, their roles in the science education replaced with the Japanese teachers with the lapse of time. Furthermore, since they were rather specialists in translation than in subject matters and studies applied sciences in technical colleges, they did little to foster science and could not form a firm basis for an independent internal structure of science education in Korea.

• Korean Journal of Comparative Education
• /
• v.22 no.4
• /
• pp.51-73
• /
• 2012

The purpose of this study was to demonstrate the characteristics of ideal figure aimed by the moral education of both Korea and Japan by comparing and analyzing the descriptive content and characters' tendency appeared in the moral education textbooks published in accordance with the current moral education curriculum in Korea and Japan. First, this study examined the tendency of real persons appeared in the moral education textbooks in both countries. To be specific, this study attempted a quantitative comparative analysis of the characters' tendency by expressing the distribution of the characters by appearance time, male-to-female ratio, Koreans and foreigners and characters by occupation and position in percentage. Furthermore, it attempted to demonstrate the particular emphasis in values and virtues in both countries by examining the moral values derived from the characters' decency, way of life and teachings and expressing the distribution of the characters by value and virtue in percentage.

• Journal of The Korean Association For Science Education
• /
• v.18 no.1
• /
• pp.93-108
• /
• 1998

This study investigated science textbooks used from 1906 to 1915 in Korea, which is often neglected in previous researches. By doing so, more practical and specific understanding of the science education during that period can be made. It was based on the historical achieves "School Textbook List"(Vol. $4{\sim}9$) which was published by the Ministry of Education and the Government General of Chosen and other sources. The results and conclusions of the research are as follow; (1) The science textbooks which have been used from 1906 to 1915 in Korea can be categorized into three different tapes of books, either written in Chinese, or in Japanese, or in Korean. The names of science textbooks were Nature Study, Physics, Chemistry, Natural History, Hygienics, Physiology, Zoology, Botany, Astronomy, Physiography, Mineralogy, Geology. These names were much broader than those in curriculum settled by the government and rather correspond to the names of science textbooks in curriculum which settled by private schools. Therefore those science textbooks had been mainly used in private schools. Moreover almost all of the science textbooks published in Korea have started to appear after 1906. Since then many schools were newly opened and the number of students increased. It is possible to say that substantial science education in Korea established after 1906. (2) Science textbooks from 1906 to 1915 printed in Korea were controlled in their use by the Ministry of Education and the Government General of Chosen. They were the main means of government regulations, supported by Private School Ordinance, Regulations for Official Examination of textbooks in 1908 and Law of Publication in 1909. According to the result of official examination, as the time went by under the Japanese ruling of Korea, the increasing number of science textbooks were getting banned. While the science textbooks had enjoyed more freedom than the other textbooks from the control by inspection of the Government General of Chosen, the situation has been significantly changed as Japan started to intensity the control of all kinds of textbooks in Korea. Although there were a lot of copied science textbooks, 62 science textbooks printed in Korea, 72 Japanese science textbooks were used in Korea, and 40 Korean were to be engaged in science education compiling and copying science textbooks. There developments in science textbooks alone suggest that there were enormous amount of potentials in Korean science education at that time. However, all of these effects and progresses were destroyed when the sovereign authority of Korea was lost to Japan in 1910.

• Journal of the Korean Geographical Society
• /
• v.39 no.3
• /
• pp.409-424
• /
• 2004

This study examines Korean-related description from 1931 to 2002 in 18 university-level ‘World Regional Geography’ textbooks, being published as English. During this period, the amounts of Korean-related contents in world regional geography textbooks have gradually increased. The main Korean-related topics were generally ‘Colonization by Japan’, ‘Korean War’, ‘Rapid economic development in South Korea’, and ‘North Korea’. The distorted information and erroneous description about Korea were mostly found in textbooks. The national and cultural identity of Korea was severely distorted and made a fallacy by ‘accidental-centered’ thought. It is suggested that foreign geographers who refer ‘Korea’ in World Regional Geography textbooks need to critically re-examine the ways in which Korean-related contents are in proper place.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.11 no.7
• /
• pp.2648-2653
• /
• 2010

Three books of home economics were published in Korea 1907 and approved as textbooks for women's education by Korean government from 1908 to 1910 and by the Choseon Government-General from 1912 to 1914. The textbooks contained modern knowledge about housing which was focused on hygine matters and most systematic among the knowledge of that time. The original book of the three was Sinsen Gajunhak(新選家政學) by Shimoda Yutako published in Japan 1990 after her surveying western home economics knowledge. It means the modern housing knowledge educated in Korea around 1910 was affected by Western modern thinking in home economics field that gave the responsibility of housing cleanness for family members' health to housewives. So the knowledge even made the educated women to practice their learning only as wives, which was still traditional.