• Title, Summary, Keyword: authorized textbook

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Science Textbooks under the Rule of CHOSUN Government General (일제시대(日帝時代)의 조선총독부(朝鮮總督府)편찬 이과교과서(理科敎科書))

  • Nagata, Eiji;Song, Min-Young
    • Journal of The Korean Association For Science Education
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    • v.13 no.3
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    • pp.389-395
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    • 1993
  • Science textbooks which were compiled by CHOSUN Government General are known as books which appeared after 'Science Textbook for Common School' (1923-) compiled by CHOSUN Government General which are almost similar to state authorized textbooks and are also known as leaving the effect on 'Science Textbook for Elementary School' (1931-) which were focused on the subjects being issued since then and 'Science Text for Elementary Course' (1942-) being compiled by the Education Ministry, However in this research it was found out that there were publications in 1911, 1913 and 1921 and they were harbingers for 'Science Textbook for Elementary School' 0931-). For this reason it was decided to report overall picture on the science textbooks being compiled by CHOSUN Government General. And it was possible to illustrate that such textbooks can be classified into following 5 periods ; The 1st period:The time for search--'Science Textbook for Students of Common school' 1911 compiled by CHOSUN Government General. The 2nd period:Commencing separate compilation--'Science Textbook for Common School' 1913 compiled by CHOSUN Government General. (The 2'nd period:Final Separate Compilation-- Reissue after corrections of 'Science Textbook for Common School' compiled by CHOSUN Government General, 1921.) The 3rd period:Same as the state authorized science textbook of Japan--' Science Textbook for Common School' compiled by CHOSUN Government General, totally 3 books 1923-. The 4th period:Separate compilation, centered on subjects--'Science Textbook for Elementary School' compiled by CHOSUN Government General, 1931-. (The 4'th period:Changers of subjects--'Science Text for Elementary School' compiled by CHOSUN Government General, 1937-. The 5th period:Matched to compiled by the Education Ministry--'Observation of Nature' compiled by CHOSUN Government General, 1942-'Science Text for Elementary School'(Writing laterally) 1943-.

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The Influence of Textbooks Applying Gamification Motivation Strategy on Learners' Interest: Social Textbooks for 3rd Graders in Elementary School (게이미피케이션 동기 전략을 적용한 교과서가 학습자의 흥미에 미치는 영향: 초등 3학년 사회 교과서를 중심으로)

  • Bang, Mi-Hyang
    • Journal of Digital Convergence
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    • v.19 no.6
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    • pp.29-38
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    • 2021
  • The social studies, mathematics, and science textbooks of the elementary curriculum will begin to be authorized from 2022. This study explores the effect of textbooks based on a gamification motivation strategy on learner interest. For this purpose, this study analyzes whether the systematic application of the gamification motivation strategy to elementary studies textbooks, which will be authorized from 2022, can develop this textbook into a "learner-centered curriculum book that induces interest." More specifically, this study applied Kumsung Publishing's experimental social studies textbooks in class and conducted a questionnaire among 121 third graders to verify the effectiveness of the textbooks. The results show that studies textbooks based on a gamification motivation strategy greatly influence increased learner interest in the classroom. The textbooks also represent a positive influence in learner understanding, interest, and curiosity regarding the class content and assistance. Demonstrating that gamification motivation strategy is worthwhile to actively apply in future textbook development for the enhancement of learners' interests, this study is significant in that it has presented a meaningful textbook development model.

A study on actual state of Korean secondary school mathematics textbooks in the period of syllabus (우리나라 교수요목기의 중·고등학교 수학 교과서 실태 연구)

  • Park, Kyo Sik
    • Journal for History of Mathematics
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    • v.32 no.4
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    • pp.175-193
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    • 2019
  • In this study, middle and high school authorized mathematics textbooks which were used in the period of syllabus are traced. Since the first appearance of authorized textbooks in 1947, 11 types of authorized textbooks written by eleven teams of authors have been used in the period of syllabus. Among them, 5 types correspond to today's middle school textbooks, while 6 types correspond to a combination of today's middle and high school textbooks. Nor were all of them used until 1955. There were changes such as suspending publication, changing publishers, or cancelling authorization.

Pre-service Secondary Teachers' Responses on Definitions, Illustrations, Experiments of 'Adiabatic Change' in Earth Science I Textbooks (지구과학 I 교과서의 단열변화 정의, 삽화, 실험에 대한 예비 교사들의 반응)

  • Chae, Dong-Hyun
    • Journal of the Korean earth science society
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    • v.31 no.7
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    • pp.762-771
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    • 2010
  • The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

The Comparative and Analytic Study on Clothing Construction Area in the Contents of High School Home Economics Textbooks (고등학교 가정과 교과서에 나타난 의복구성 분야 내용 분석)

  • 이경화;이혜영
    • Journal of the Korean Society of Clothing and Textiles
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    • v.26 no.8
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    • pp.1274-1285
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    • 2002
  • The purposes of this study are to help the authorized textbooks on home economics be selected and used effectively, to provide basic data that are needed to improve the quality of home economics textbooks, and to suggest a next curriculum on home economics. In the study, eight high school home economics textbooks for "6th Curriculum developed by Ministrv of Education and Human Resources Development"were used for the analysis. The results are summarized as follows: there were wide differences in degrees of diversity and accomplishment in the contents of textbooks. In comparison, it was unfolded that three areas, "family", "home resource management" and "consumer" ,occupied much larger portions than other areas. About 81 percent of the authors of home economics textbooks were professors. A contents analysis on the clothing area showed that every textbook includes costume culture, clothing materials, clothing maintenance, and clothing construction. The presentation coverages and relative difficulties of textbooks were, however, diverse. It is somewhat noticeable that, while fewer professors majoring in clothing construction participated in writing, generally more pages were allocated to clothing construction than other areas. While presentations on anthropometrics method, construction theory, draft theory, usage of sewing machine and fitting theory were insufficient most textbooks were dealing with drafting of basic slopers and sewing procedure, etc. Making-up techniques on the apparels items such as Korean traditional men's pants, pajamas, shirt vest skirt, pants, apron and Korean pouch were handled closely in each textbook.

The analysis of configuration and errors in animation sections of middle school art textbook (중학교 미술교과서 애니메이션 단원의 구성 및 오류 분석)

  • Ham, Jong-Ho
    • Cartoon and Animation Studies
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    • pp.89-107
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    • 2009
  • As the importance of visual media has been highlighted, the proportion of the animation curriculum is growing in middle school curriculum. However, the analysis of errors in the textbook is very important for the authentic education. The present art textbooks were authorized as 7 kinds-total 21 books of the 7th curriculum and have been used in junior high schools since 2001. As an analysis configuration or errors in the animation section of art textbooks, the problems were as follows. Firstly, the animation section has considerable differences depend on the contents and the authors of the textbooks. Secondly, the most practical contents are at the first stage of the production of video equipment. In addition, ineffective picture process, incorrect concepts and terminology are presented. There were also errors in using them.

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Analysis of Copyright Education in Informatics Curriculum and Textbook for Middle School (중학교 정보 교육과정과 교과서를 통한 저작권 교육 현황 분석)

  • Kim, In-Wok;Han, Keun-Woo;Lee, Soo-Jeong;Lee, Chul-Hyun
    • The Journal of Korean Association of Computer Education
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    • v.15 no.4
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    • pp.1-12
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    • 2012
  • This paper has analyzed contents of copyright education in Informatics textbook in middle school curriculum and has proposed ways to enhance copyright education. In this paper, we have analyzed Informatics curriculum, authorized textbook, and teacher's guide book for middle school revised in 2007 and have extracted contents and systems of copyright education in Informatics course. We examined studies on the copyright education and analyzed on the basis of interest, understanding, usage, and practice of copyright. As a result, copyright education has turned out to be focused on 2nd level of information society and information technology. We found that copyright education was necessary both directly and indirectly in various parts and levels in that it is an optional subjects. This paper suggests the possibility of copyright education in Informatics curriculum for middle school and the copyright education is expected to be reinforced.

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Development of Practical Arts Textbook of 'Real Life's Electricity and Electronics' unit for Creative Problem Solving Abilities (창의적 문제해결력을 기르는 초등학교 실과 교과서 '생활 속의 전기.전자' 단원의 개발)

  • Bak, Hyoung-Seo
    • 대한공업교육학회지
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    • v.36 no.2
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    • pp.151-180
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    • 2011
  • The purpose of the study was to develop a practical arts textbook for creative problem solving abilities in elementary school. In this study the practical arts textbook and teacher's guide has the following characteristics: they were developed to promote creative problem-solving ability, and to instill curiosity and interest about the subject matter. The procedure for the development of the practical arts textbook for creative problem solving abilities is composed of 4 steps; the planning and preparation stage, the research and developmental stage, the writing and compilation stage and the deliberation and improvement stage. This procedure for the development of a textbook can apply to both government published textbooks and to authorized textbooks. The validity of the writing and compilation stage's practical arts textbook developed model is the highest at 4.21, followed by the research and developmental stage's average, at 4.14. Among the textbook's stages of development, the importance of the deliberation and improvement stage averages the lowest, at 3.50.

An analysis of the curriculum and textbooks for air and correspondence high school in Korea (방송통신고등학교 영어과 교육과정 및 교과서 분석)

  • Lee, So-Young
    • English Language & Literature Teaching
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    • v.11 no.4
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    • pp.287-304
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    • 2005
  • Since Air and Correspondence High School (ACHS) in Korea was established in 1974, it has been serving many people who couldn't take the opportunities for learning in the regular high school due to several reasons. Regardless of the rapid change in technologies and educational needs during the past 31 years, however, ACHS hasn't changed much. Concerns have been recently made about the validity of the unchanged school system and many issues have been discussed relating to the innovation of the school system. Focusing on the teaching and learning contents, one of the important issues with respect to the school system, this paper examines the 7th English Curriculum for ACHS. The paper also investigates the textbooks used in ACHS to see how closely they align with the students' English proficiency and ACHS' instructional method by employing McDonough and Shaw's(1993) framework for textbook analysis. The results revealed that the current curriculum does not sufficiently reflect ACHS's characteristics, which leads to the adoption and development of inappropriate textbooks in terms of overall coherence, proficiency level, etc. The results suggest that the development of the curriculum and textbooks for ACHS should be based upon the students' needs and their level of proficiency rather than depending on the national curriculum and government-authorized textbooks intended for the relatively homogeneous school-age learners.

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Analysis of Inquiry Tendency in 'Problem-Solving Method and Process' Sections in the 2009 Authorized Informatics Textbooks (2009년 검정교과서로 채택된 '정보' 교과서 '문제 해결 방법과 절차' 영역 구성의 탐구적 경향 분석)

  • Kim, Ja-Mee;Yoon, Il-Kyu;Kim, Yong-Cheon;Choi, Ji-Young;Lee, Won-Gyu
    • Journal of The Korean Association of Information Education
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    • v.15 no.2
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    • pp.253-264
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    • 2011
  • The 2007 revised curriculum designated information-related subjects informatics and changed the direction of education by stressing problem-solving skills in consideration of the characteristics of the subject. The purpose of this study was to examine whether the problem-solving method and process sections of informatics textbooks had an inquiry tendency to foster the problem-solving skills of students. Four textbooks that were widely selected from among the authorized textbooks were analyzed by utilizing Romey method. As a result, just one textbook was found to have an inquiry tendency in terms of texts, but every textbook had a sufficient inquiry tendency in terms of activities. But in terms of structure, there were some problems that commercial softwares were utilized and some softwares employed a particular programming language. The findings of the study suggest that no question should be posed about intrinsic inequality in conjunction with textbook selection, and that textbooks should be structured not to make students adversely affected by learning environments.

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