• Title/Summary/Keyword: curriculum revisions

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An Analysis and a Proposal on the Revision of the Mathematics Curriculum -Focused on the Relationship with Curriculum -Introductions- (우리 나라 수학과 교육과정 개정에 대한 분석 및 제언 - 교육과정 총론과의 관련성을 중심으로 -)

  • 나귀수
    • Journal of Educational Research in Mathematics
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    • v.9 no.2
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    • pp.369-381
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    • 1999
  • The aim of this study is to analyze the relationships and propose the desirable relationships between mathematics curriculum and curriculum-introduction. Under the purpose of this study, we investigate the coherence of mathematics curriculum and curriculum-introductions which have been revised through the seven curriculum-revisions to the present. And we analyze the change in the education. On the basis on this analysis, we propose mathematics textbooks which can be said that have a strong impact on the practice of mathematics the important points that should be considered in the mathematics curriculum-revision. First, we need to reconsider the order of the mathematics curriculum-revisions which has been going on from curriculum-introduction to mathematics curriculum. Second, we should take more efforts in developing the mathematics textbooks and reflect the voice of the mathematics textbooks and reflect the voice of athematics leachers in the more positive way.

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A Study on the Revisions of the School Facility and Equipment Standards with the Changes in Education Curriculum and Legislations of School Facilities and Equipment (교육과정과 학교 시설.설비 법령의 변천 비교에 따른 향후 개정 방향 연구)

  • Noh, Ran;Yoon, Sung-Hoon;Jung, Jin-Ju
    • Journal of the Korean Institute of Educational Facilities
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    • v.18 no.5
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    • pp.23-33
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    • 2011
  • To ensure the effective operation of a curriculum, facilities and equipments should be properly supported. Therefore, changes are required for educational facilities in accordance with the curriculum, revised 10 times in total from 1945 to 2011, but it's true that the facility and equipment laws, which are the standards of facility and equipment changes, did not adapt to the changes. After 'the Act on Standards of School Facilities' was repealed, 'the Act on Establishment and Operation of the Schools,' the corresponding law for the purpose of spatial configuration for teaching and learning methods, was enacted in Sept. 1997. This law has been active for 14 years and revised 11 times thereafter. It has also been decided to often revise the curriculum, so the 7th National curriculum has undergone 6 times of minor revisions. Among them, the most recently revised 2009 curriculum is to be applied for elementary school 1st and 2nd grade, middle school 1st grade, and high school 1st grade from the beginning of this year of 2011. Hereupon, the purpose of this study is to research on the revisions of the school facility and equipment standards which can support the curriculum revised in 2009 and thereafter by examining classrooms and facilities as the learning space that can respond to the changes of school functions and systems with curriculum transition, of teaching and learning systems, and of subjects.

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Reconsideration the construction and implementation of the national curriculum in mathematics (국가 수학 교육 과정의 구성 및 운영에 관한 재고)

  • 서동엽
    • School Mathematics
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    • v.1 no.2
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    • pp.571-588
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    • 1999
  • Our mathematical curriculum has been revised frequently compared to another countries. The frequent revisions may mean that the current curriculum is not so complete in the selected contents of each grade levels. The idea is partially supported by the fact that the didactics of mathematics has both hypothesis-deductive and hypothesis-constructive property. Investigating the items which are used in TIMSS study and based on the relatively common curriculums of 40 more countries, the styles of them are a bit different from those of our textbooks of primary and secondary school. Hence, we consider that the construction and implementation of our mathematical curriculum may be a large scale of experiment for the improved curriculum carried by the nation. Additionally, we propose less compulsive curriculum than the current for minimizing the possible trial and errors.

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An Analysis on the Environmental Issues in the Middle School Environmental Textbooks Based on the 7th Curriculum (제7차 중학교 환경교육과정과 교과서의 환경쟁점 분석)

  • Cheong, Cheol
    • Hwankyungkyoyuk
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    • v.17 no.2
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    • pp.38-49
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    • 2004
  • In recent years there has been a growing recognition that presenting principally environmental issues in environmental textbooks is a form of local, national, regional, and global issues. The environmental textbook in the 7th environmental curriculum is to be composed of contents that could encourage the inquiry of value and change of attitude to take part in environmental preservation on the foundation of the comprehension about ecosystem. Therefore, the present study analyzed the difference of the contents of the environmental issues between the 7th national curriculum and textbooks in the middle school environmental education. The analytical results of this study are as follows: Firstly, there are total 4 sections related to environmental issues in environmental curriculum of middle schools. The content areas that are included ‘Environmental Preservation and Development’, ‘Getting the Hot Earth’, ‘Decreasing Forest and Increasing Desert’, and ‘Pleasant Surrounding and Quality of Life’. Secondly, an environmental textbooks that are used in school education edited for direction that coincide in motive that is ‘real life-centered education’ that is presenting in the 7th environmental curriculum. Specially, introduction to local environmental issues coincides the intent of the curriculum revisions that are ‘environmental education within everyday life’ and ‘contents of local-centered environmental education’. These findings have implications for teaching about environmental issue in school environmental education.

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The Linguistic Analysis of Visual Images in Elementary Science Textbooks by 2007 Curriculum Revision: Focused on the Changes of the Weather (2007개정 교육과정 초등 과학 교과서의 시각 이미지에 대한 언어학적 분석: 날씨의 변화 단원을 중심으로)

  • Lee, Jeong-A
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.482-489
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    • 2011
  • This study analyzed the visual images covering 'the changes of weather' in elementary science textbooks by 2007 curriculum revision from a perspective of linguistics. The findings showed that there were inclined to increasing in terms of ideational and textual metafunctions. It meant that the informative images were increased and the form of images became more abstractive. It also showed an increase in terms of interpersonal metafunctions. It was interpreted as decreasing the ratios of images inducing epistemological detachments and increasing images help familiarity and involvement between images and readers. These results showed that the visual images of 'the changes of weather' in 2007 revised elementary science textbook were professionally, technical, and abstractive in terms of the contents and formality. And these trends of images were complemented by the involvement and familiarity of images in the aspect of interpersonal metafunctions.

A comparative study on the external & internal structure of mathematics curriculum between Korea and Japan : Focusing on the aspects of recent revisions (한·일 수학과 교육과정의 외·내적 체재 비교 분석 : 직전 교육과정과의 변화를 중심으로)

  • Kwon, Oh Nam;Lee, Kyungwon;Lee, Ahran;Han, Chaereen
    • The Mathematical Education
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    • v.58 no.2
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    • pp.187-223
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    • 2019
  • This study aims to investigate the aspects of revision in the external and internal structure of curriculum and documentation in Korea and Japan and to propose the direction and task to enhance the current framework of the national curriculum. Japan has been selected for comparison in that it explicitly prepared social changes such as the dramatic evolution of artificial intelligence and population aging in its new curriculum. Therefore, various aspects of revision were analyzed the 2009 & 2015 revised mathematics curriculum of Korea and the 2008 & 2017 mathematics curriculum of Japan respectively in the elementary, middle, and high school grade bands. Then, the differences between the two countries were identified through comparison. First, the structure of the mathematics curriculum in Japan was connected with the general guidelines more tightly than Korea, and the external structure of the mathematics curriculum stayed consistently after the revision. Second, contrary to Korea, which pursued the appropriateness and reduction of mathematical content, Japanese mathematics curriculum has been pursuing detailed contents both quantitatively and qualitatively. Lastly, Japan emphasized statistical problem-solving ability. Based on this, we suggested considering of consistency in the structure curriculum documentation, detailing contents of the curriculum, and strengthening of statistical education.

Analysis of Text Network of The High School Engineering Subject Curriculum (고등학교 공학 교과 교육과정 텍스트 네트워크 분석)

  • Chong, HaeYoung;Huh, HyeYeon
    • Journal of Engineering Education Research
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    • v.26 no.5
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    • pp.29-41
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    • 2023
  • Using text network analysis, this research aimed to identify significant keywords associated with each period of the revised High School Engineering curriculum from 2009-2022 and to examine their interrelationships in order to analyse the observed changes. The results of this study can be summarised as follows. Firstly, a significant increase in the number of words was observed throughout the curriculum revisions, with prominent occurrences of terms such as 'engineering', 'understanding', 'problem', 'solution', 'learning', 'evaluation' and 'diversity'. Secondly, network analysis and examination of connection centrality for each subject revealed the connection relationship that represented distinct subject characteristics. Thirdly, the study of the engineering curriculum revealed shifts in emphasised content with each revision. Based on these findings, recommendations were formulated. Firstly, given the growing importance of engineering, it is imperative to conduct systematic research on engineering education in primary and secondary school contexts. Secondly, efforts should be made to strengthen the link between Engineering and Technogy・Home-economics subjects in secondary schools. Finally, high school engineering subjects should be used not only to explore engineering careers, but also to cultivate talents with interdisciplinary expertise.

A Comparative Analysis of Current 2011 Elementary School Mathematics Curriculum in Korea and CCSSM in the United States (2011 개정 초등학교 수학과 교육과정과 미국 CCSSM 비교.분석 연구)

  • Kim, Jiwon;Park, Kyo Sik;Lee, Jeong Eun
    • Journal of Elementary Mathematics Education in Korea
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    • v.18 no.2
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    • pp.279-295
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    • 2014
  • The Korean national curriculum will be revised in 2015. Before revisions are to be made, we must discuss the direction the curriculum changes will take. In this study, we compare the contents of the current 2011 elementary school mathematics curriculum in Korea with the Common Core State Standards for Mathematics (CCSSM) in the United States. The results from this comparative analysis may be helpful in the revision of the Korean mathematical curriculum. We find that the CCSSM introduces certain mathematical concepts earlier and in greater detail than the Korean curriculum does. The CCSSM also covers a broader range of mathematical concepts. These results indicate that the Korean curriculum needs to emphasize conceptual understanding, as well as procedural skill and fluency, in the early grades. Moreover, the 'grade band' is unnecessary in the mathematics curriculum. The Korean curriculum revision process must be debated more intensely, must be made public, and must take into consideration the key points of CCSSM.

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The Trends in the U.S. and Korean Science Curriculum Reforms

  • Kwak, Young-Sun;Choe, Seung-Urn
    • Journal of the Korean earth science society
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    • v.23 no.2
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    • pp.194-206
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    • 2002
  • This article describes the major themes to change in historical and philosophical perspectives of science education that lead the US and Korean science curriculum reform movements since 1957. Inquiry teaching and criticism of teaching science as inquiry in the late 1950s and the 1960s, Science-Technology-Society (STS) Curricula, and Science Literacy and the 1980s science literacy crisis are discussed. In the US, three major curricular projects as responses to the scientific literacy crisis are exemplary such as the Project 2061 sponsored by the American Association for the Advancement of Science, the Project on Scope, Sequence, and Coordination (SS&C) initiated by the National Science Teachers Association (NSTA), and the National Science Education Standards (NSES) published by the National Research Council. To identify how each set of national content standards differ, we compared specific content standards related to the theory of plate tectonics in Earth and Space science in grades 9-12 over the three national standards: Benchmarks of AAAS, NSES of the NRC, and SS&C of the NSTA. Against this historical background of the US science education reform movements, the curriculum reform movements in Korea is briefly discussed. In general, Korean science curriculum reform movements have reflected and resembled the recommendations of the US reform movements. In addition, it is important to note that throughout the history of curriculum revision in Korea, there have been continuing pendulum swings between a theoretical, discipline-centered curriculum and a liberal, humanistic, and student-centered curriculum, which pays more attention to students in terms of their interest and psychological preparedness. In conclusion, the sixth and seventh national science curriculum revisions reflect rather a student-centered movement by reducing technical and sophisticated topics, taking constructivism learning theory into consideration, and adding more STS related topics.

제 7차 교육과정 개정을 위한 가정계 고등학교 교육과정 체제 및 구조 개선 연구

  • 김경애;윤인경;장명희
    • Journal of Korean Home Economics Education Association
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    • v.8 no.2
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    • pp.65-79
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    • 1996
  • This study proposes a model curriculum for Vocational Home Economics High School in the 7th Curriculum Revision. The model in the study is first drawn from the assumptions that reflect ever changing demands of industrial society for Home Economics education. Another perspective employed in the study is historical analysis that focuses on the evolution of the Vocational Home Economics Curricula from the 1st through the 6th revision. This study also employes comparative research tools for the national level comparison such as USA, Japan, Taiwan, and Korea. The proposed model curriculum in this study is concluded from those step-by-step studies as follows:1) Problem definition and design in current curriculum for Vocational Home Economics high school; 2) Needs and roles analysis of Vocational Home Economics high school for the future; and 3)Historical analysis of our curriculum revisions in the past and coparative analysis with other countries. Authors conducted this research project for 3 month period from June 15, 1996 to September 15, 1996. During this period, authors collected the data and information through those method as an extensive literature review, survey and interview, and curriculum specialist conference. The key and critical features of the proposed curriculum in the study are as follows:1) In the numbers of department, a proposed model curriculum offers 8 as opposed to 6 in the 6th revision, reflecting two additional departments of “Elderly Welfare”and “Cosmotology”. 2) In the statement of educational objectives, a model curriculum emphasizes a more concrete statement to each specific skills according to the changing societal needs. 3) In the numbers of total subject matters, there would be 40 in the new as opposed to 23 in the current curriculum. Among these changes, 17 would occurr in the newly introduced subject matters, while 11 would simply change the subject matter name. Among 40 subject matter, “Introduction to Computer” and “Home Economics in Vocational Education”would be required subject matter. 4) In the total numbers of required unit for graduation in three years, a model offers 86∼132 unit. A maximum unit for each subject matter would be 12.

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