• 한국지역지리학회지
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• 제19권1호
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• pp.181-200
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• 2013

중국 교육부는 2003년 '보통고중지리과정표준(실험)'을 공포하여 고급중학교 지리교육의 '내용표준'을 통한 개혁을 꾀하고 있다. 지리교과서는 교육과정에서 목적하는 바를 명시적, 암묵적으로 반영하고 있다. 이에 본 연구에서는 최근 중국 고등학교 지리교육의 변화를 살펴보기 위해 중국의 새 교육과정에 의거한 보통고급중학교 지리실험교과서 10종의 구성형식과 내용체계 및 필수과목과 선택과목들 간의 내용 정합성을 살펴보았다. 연구결과는 다음과 같다. 분석대상 교과서는 '학습주제는 풍부하고 다양하게 제시하되 그 내용은 축소'하고 4가지 유형의 탐구활동과 문제연구를 본문 텍스트로 구성함으로써, 학습자가 살고 있는 생활세계에서 지리적 지식을 능동적으로 탐구할 수 있도록 교과서 내용을 조직하였다. 필수과목과 선택과목들 간의 내용은 각 과목들 간의 학습영역의 다양화를 통해 유기적으로 서로 정합하고 있으나, 인구, 자원, 환경, 지속가능한 발전의 4가지 기본개념의 조화와 균형은 과목에 따라 불균형하게 나타났다.

• 인간식물환경학회지
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• 제24권5호
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• pp.485-498
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• 2021

Background and objective: This study was conducted to find out the status of plant utilization in the current textbooks by analyzing the plants by grade and subject in the national textbooks for all elementary school grades in the 2015 revised curriculum in Korea. Methods: The data collected was analyzed using Microsoft Office Excel to obtain the frequency and ratio of collected plant data and SPSS for Windows 26.0 to determine learning content areas by grade and the R program was used to visualize the learning content areas. Results: A total of 232 species of plants were presented 1,047 times in the national textbooks. Based on an analysis of the plants presented by grade, the species that continued to increase in the lower grades tended to decrease in the fifth and sixth grades, the upper grades of elementary school. As for the number and frequency of plant species by subject, Korean Language had the highest number and frequency of plant species. The types of presentation of plants in textbooks were mainly text, followed by illustrations and photos of plants, which were largely used in first grade textbooks. In addition, as for the area of learning contents in which plants are used, in the lower grades, plants were used in the linguistic domain, and in the upper grades, in the botanical and environmental domains of the natural sciences. Herbaceous plants were presented more than woody plants, and according to an analysis of the plants based on the classification of crops, horticultural crops were presented the most, followed by food crops. Out of horticultural crops, flowering plants were found the most diversity with 63 species, but the plants that appeared most frequently were fruit trees that are commonly encountered in real life. Conclusion: As a result of this study, various plant species were included in elementary school textbooks, but most of them were horticultural crops encountered in real life depending on their use. Nevertheless, plant species with high frequency have continued a similar trend of frequency from the previous curriculums. Therefore, in the next curriculum, plant learning materials should be reflected according to social changes and students' preference for plants.

• 한국과학교육학회지
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• 제36권1호
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• pp.167-175
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• 2016

본 연구에서는 2009개정 과학 교과서에 새롭게 추가된 캐릭터의 역할 범주화, 역할 및 발문 분석을 통해 과학 교과서에 사용된 캐릭터의 기초 정보를 제공하고 추후 교과서 제작에 참고할 수 있는 시사점을 알아보고자 하였다. 연구대상은 2009개정 초등학교 과학과 교육과정에 따라 개발된 과학 교과서 중 4학년 교과서이다. 분석방법은 분석 대상 선정 및 분석틀 개발, 캐릭터 역할 분석, 발문 분석이다. 연구 결과, 캐릭터의 역할 유형은 자료제공, 동기유발, 탐구 활동 안내, 탐구결과 순으로 활용되고 있는 것으로 나타났다. 과학 교과서 속 캐릭터를 영역별로 분석한 결과 생명 영역이 자유탐구, 에너지, 물질, 지구 영역보다 많이 활용되는 것으로 나타났다. 발문 유형 분석 결과는 확산적, 예상적, 적용적, 재인적 발문 순으로 나타났고 회상적, 평가적 발문은 없었다. 본 연구 결과는 그림과 텍스트의 결합 형태로 제시되는 캐릭터의 역할을 범주화하고 그 역할을 규명하여 실제 교과서 속에 활용된 캐릭터를 분석하였다는 점에서 의의가 있으며, 이는 앞으로 초등 과학 교과서를 구성하는 과정에서 보다 체계적이고 유기적인 캐릭터 활용에 시사점을 줄 것이라 판단된다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제36권4호
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• pp.559-587
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• 2022

이 연구는 2015 개정 고등학교 수학과 교육과정 <경제 수학> 과목과 사회과 교육과정 일반 선택 과목인 <경제> 과목의 교과서를 비교·분석하여 차기 교육과정 개발 및 교과서 서술에 시사점을 도출하는 데 목적이 있다. <경제 수학> 교과서에서는 경제 용어와 함수 기호를 도입해야 하며, 이 교과서의 경제 관련 함수에 대한 그래프 사용은 수학에서의 그래프 사용과 다르다. 이에 <경제 수학> 교과서에서 다루는 경제 용어, 함수 기호 및 함수 그래프의 사용방식을 <경제> 교과서와 비교·분석하였다. <경제 수학> 교과서에서 경제 용어는 수학과 연관성이 높은 경제 용어를 정의하여 제시하였다. <경제 수학> 교과서의 함수 기호는 수학, 경제학의 관례와는 다르게 함수 기호에서 대소문자가 혼용되어 비일관적으로 사용되었다. <경제 수학> 교과서의 함수 그래프는 축, 스케일링에 관해 변수가 나타내는 값의 범위에 차이가 있었다. 또한, <경제 수학> 교과서에서 도형의 평행이동이나 기울기에 관한 수학적 해석을 제공하지 않았다. <경제 수학> 과목에서 학생들의 수학, 경제에 대한 이해를 촉진하기 위해 교육과정 문서상의 교수·학습 및 평가에 대한 고려 사항을 구체화할 필요가 있다. <경제 수학> 교육과정 및 교과서에서 경제 관련 내용에 대한 수학적 해석의 학습 기회를 제공할 수 있도록 서술이 보완되어야 할 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.55-65
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• 1998

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of three categories, (1)knowledge (2)inquiry process and (3)attitude. And knowledge was divided into fact, concept and rule. And inquiry process was divided into thirteen subcategories such as manipulating experimental apparatus, observing, measuring, recording data, classifying, interpreting/ predicting, determining relationship/ causal explanation, extrapolating/ interpolating, drawing conclusions/ formulating a generalization or model, evaluating, formulating a problem, generating a hypothesis and designing an experiment/ controlling variables. Each sentence in the textbooks was considered as an analyzing unit. The frequency and percentage of each category were counted and the ratios were calculated. The findings could be summarized as follows: 1. The content of the elementary science textbooks was composed of knowledge 10.3%, inquiry process 88.8%, attitude 0.8% respectively. 2. As increasing the grades, the ratio of knowledge showed high frequency, but that of attitude showed low frequency. 3. In All the grades, the ratio of observing was the highest in inquiry process. 4. In the domain of physics and chemistry, the manipulating experimental apparatus showed high frequency. In the domain of biology and earth science, the role of observing was emphasized.

• 한국초등과학교육학회지:초등과학교육
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• 제17권2호
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• pp.45-53
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• 1998

This study was intended to suggest the desirable direction in the 7th national curriculum revision through the illustration analysis of the elementary science textbooks in the 6th national curriculum. The analysis system was composed of two categories, (1)the kind of illustrations (2)the .ole of illustrations The kind of illustrations was divided into five subcategories such as photograph, pictures, illustrations, cartoons and diagrams. And the role of illustrations was divided into four subcategories such as motive induction, guidance for experimentation, the presentation of data and the results of experimentation. Each sentence in the textbooks was considered as an analyzing units. The frequency and percentage of each category were counted and the rates were calculated. The findings could be summarized as follows: 1. The illustration in the primary science textbooks was mostly composed of photographs (87.1%). 2. The examination of the role of illustrations showed that the presentation of data was 46.2%, the guidance for experimentation 38.4%, the results of experimentation 8.6% and the motive induction 6.8% respectively. 3. In the domains of physical and chemical science, the role of guidance for experimentation was emphasized. But the biological and earth science domains showed high tendency of the presentation of data.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.318-330
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• 2006

The purpose of this study was to compare the biology contents of elementary schools science textbooks between Korea and Japan. To this end, the organization of subject matter and the type, process and context of inquiry activities were analyzed. The findings of this study were as follows: First, the sheer number of topics presented at each grade level was considerable and the contents of science textbooks were fixed in a set form in Korea. However, the organization and development of contents were made by considering the state of things and seasons in the case of Japan. Second, the amount of inquiry activities in Korea was higher, but the relationship between concepts and inquiry activities was lower than in Japan. Third, actually conducting (or 'doing') inquiry type activities was highest in Korea, on the other hand, 'experimenting' appeared to have a higher priority in Japan. Fourth, inquiry processes of activities in each country were very similar, in that the ratio of performing an inquiry was high, and perceiving a problem or designing an inquiry was low. Fifth, the results of analyzing the inquiry contexts of activities showed that the framework of evaluating inquiry activities based on curriculum objectives should be provided in the earlier stages of science textbook development.

• 한국수학교육학회지시리즈A:수학교육
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• 제56권1호
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• pp.81-100
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• 2017

The concept of variable is a big idea to develop algebraic thinking. Variable has multiple meanings such as the unknown, a tool for generalization, and the relationship between varying quantities. In this study we analyzed in what ways the meanings of variable were presented in the current elementary mathematics textbooks and workbooks. The results showed that the most frequent meaning of variable was 'the unknown', 'a tool for generalization', and 'the relationship between varying quantities' in order. A close look at the results revealed that the same symbol was often used in representing different values of variable as the unknown. In taking variable as a tool for generalization, questions to provoke generalization were sometimes included not in the textbooks but in the teachers' manuals. The main focus in dealing with variable as the relationship between varying quantities was on finding out the dependent values compared to the independent ones. Building on these results, this study is expected to suggest implications for how to deal with variable concept in elementary mathematics instructional materials.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권2호
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• pp.149-161
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• 2013

This study was to focus on analyzing about the composition of storytelling in the first graders' math textbooks of the middle school, which were recently implemented. The textbooks published by three well known publishing companies were chosen and three graduate students had scored the frequency of the problems according to three types of storytelling. As the results, in areas of mathematics, Number & Operation(44.23%), Letters & Formula(44.53%), Function(46.53%), Probability(41.67%), Geometry(46.23%) showed to have storytelling in balance. The type of 'explosion of mathematical history(EMH)' was shown in geometry most, the type of 'connection to daily life(CDL)' in statistics most, and the type of integration of disciplines(ID)' in geometry most in 5 math areas. Among three types of storytelling, the type of EMH was shown fewer that other 2 types. If we develop more problems in this type, students would study mathematics in-depth according to Freudenthal's principle of historical reinvention.

• 한국환경교육학회지:환경교육
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• 제18권1호
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• pp.31-43
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• 2005

Despite of increasing concern over environmental protection and the so-called earth crisis, the situation regarding environment keeps deteriorating and is not getting well. Human-centered ways of thinking and scientific technologies proved not to be so effective in overcoming the crisis. The situation has brought about renewed interests in ecology. The purpose of this study is to develop and provide an exemplarity that could effectively deliver the environmental education throughout the middle school Korean language courses. To do this, the study begins with establishing a set of objectives that can be pursued in Korean language courses. Having the objectives in mind as a framework of reference, the study compares and analyzes Korean language textbooks that are made out of the 6th and 7th Curricular Revision. The study takes ecological viewpoints both in analyzing texts and in establishing the exemplarity. Environmental contents can play important roles in middle and high school Korean language courses. While training language skills, the instructors with textbooks written in ecological viewpoints can deliver messages emphasizing concerns over environments. This study also provides an exemplarity of textbooks reflecting ecological concerns.