• 한국도서관정보학회지
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• 제47권3호
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• pp.343-363
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• 2016

본 연구는 69개의 iSchool에서 데이터 사이언스 관련 교과가 어떻게 제공되고 있는지를 파악하고, 국내 교과와 비교하여 방향성을 제시한다. iSchool은 건강, 기술, 바이오 분야를 비롯한 관련 분야로 그 교과 영역을 확장하는 현상이 두드러진다. 하지만, 국내 교과에서는 인접학문과 융합하려는 현상은 활발하게 관찰되지 않았다. 데이터를 어떻게 처리하고 관리할 것인지에 대한 영역 역시 iSchool이 집중하는 분야인데, 일반적인 데이터 사이언스, 데이터 관리, 데이터 보안 등에 중점을 둔 교과가 제공되고 있다. 데이터를 저장하는 방식에 대한 교과 분류는 '데이터베이스' 관련 교과의 비중이 높았으며, 비슷한 비중으로 통계와 분석법이 제공되고 있었다. iSchool의 교과를 분석하고 국내 사례와 비교해 본 결과 본 논문은 국내 문헌정보학이 데이터 사이언스 관련 교과를 확대하고, 병진 데이터 사이언스로의 역할을 강화하며, 수리적 분석 능력을 키우는 교과를 개발하되, 특성화된 교과를 발굴하여 실험적인 수업을 제공하고, 기술과 상호작용하는 지식을 제공해야 할 것을 제안한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제40권2호
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• pp.179-194
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• 2001

The seventh curriculum put into operation gradually from first-year student in 2000 academic years of elementary school is subject to form and apply a step-wise level curriculum. Mathematics(correspond to junior high school course from 7th school year to 9th school year) should apply a step-wise level curriculum from 7th school year in 2001 academic years. Accordingly, mathematics teachers must diagnose actual conditions of educations, distribution tables of test results, step-wise teaching-studying programs etc. They also make proper plans suitable for actual situations of each school, prepare appropriate teaching materials and aids. I investigated preceding studies planned for preparation of putting into operation of a step-wise level curriculum. It showed that most of the studies were conducted at schools of medium or large scale and studies conducted at schools of small scale was rare. There were 113 small scale middle schools out of total 297 middle schools in Kyongsangbuk-do area in 2000. In this situation, I felt necessities of modeling of a step-wise level curriculum suitable for small scale schools. In this study, I modeled a step-wise level curriculum suitable for small scale middle schools, applied this model to 44 students in M middle school. I modeled two types of curriculum. One is a step-wise level curriculum that execute special supplementation process to students who do not complete 7-가 step successfully. The other is a step-wise level curriculum which is a regular model for a step-wise level of 7-나 step. I carried out an academic achievement test and intimacy test about mathematics before and after the application of the model. In this study, I found out that this model was very effective in academic achievement of students and helpful to declined students in scholarship. In the intimacy test, It was found out that most of the students gained confidence in mathematics, felt less anxiety, formed positive self consciousness. Therefore, I think that this model will be helpful to the application of the seventh step-wise level curriculum.

• 한국문헌정보학회지
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• 제47권4호
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• pp.295-314
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• 2013

이 연구의 목적은 북미의 iSchool 대학들의 교육과정의 특징을 파악하기 위한 것이다. 이를 위해 해당지역 17개 iSchool 대학 집단과 동일한 수의 L-School 대학 집단을 선정하였다. 해당 대학의 대학원 개설 교과목 정보는 주로 해당 대학 공식 웹사이트와 전자메일 문의를 통하여 이루어졌다. 수집된 교과목은 8개 영역으로 분류하여 분석하고, 아울러 L-School 대학 집단과 비교분석도 실시하였다. 분석도구로는 SPSS 19.0을 사용하였고, 두 집단 차이분석을 위해서 독립표본 t-검정을 실시하였다. iSchool 대학 집단의 개설 교과목 비율을 분석한 결과 '정보학', '실습연구', '도서관정보센터경영' 영역이 높은 순위를 보였고, L-School 대학 집단의 개설 교과목 영역과 차이분석을 한 결과에서는 '문헌정보학일반' 영역은 더 낮게, '정보학', '도서관정보센터경영학', '실습연구' 영역은 더 높게 나타났다.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제18권1호
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• pp.1-16
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• 2015

본 연구는 우리나라와 중국의 초등학교 수학과 교육과정 문서에 대한 비교 연구이다. 우리나라와 중국은 2011년 같은 해에 초등학교 수학과 개정 교육과정을 발표하였고, 최근 현장 적용에 들어갔다는 측면에서 매우 유사한 점이 많다. 게다가 중국은 우리나라와 비슷한 입시제도, 교육환경, 자녀교육에 대한 관심도를 가지고 있는 국가라는 측면에서 우리나라 교육에 시사하는 점이 적지 않다. 우리나라는 2015년 9월 공시 예정으로 새로운 초등학교 수학과 교육과정을 개발하고 있다. 따라서 본 연구 결과는 새로운 교육과정 문서 체제 및 내용 구성에 유의미한 시사점을 제공할 것으로 기대된다.

• 한국농촌건축학회논문집
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• 제17권1호
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• pp.27-34
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• 2015

Our school management is changing by soft and self-regulating method from single educational system. Especially, 7th educational curriculum demands change of educational system and operation that correspond spontaneously on various needs of students. Like this, changing educational policy and curriculum accompany change of social awareness, curriculum, and school space should be changed corresponding hereupon. Such our change can say that is appearing fairly similarly, when compare in Japanese educational policy, curriculum, side of change of school space. Because it is resulting from partial accepting of educational curriculum, system, school architecture and space of Japan. In such background, I investigates Japanese schools cases that advanced than us, which is been opened within the latest 6 years. Through this analysis, I find space and function that can apply to our school. And I will propose some basic data needed for educational and architectural planning side.

• 한국가정과교육학회지
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• 제9권1호
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• pp.53-69
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• 1997

The purpose of this study was to develop a Home Economics curriculum for high school students based on practical problems focusing on Food and Nutrition. This study developed practical-problem based approach to curriculum development. This curriculum provided a series of the objectives, contents, learning activities, and assessments. The objectives were divided into process objectives and content objectives. The objectives focused on three systems of action which were technical action, communicative action, and emancipatory action. The contents of this curriculum focused on three practical problems； 1) What should I do regarding my well-being\ulcorner ； 2) What should I do regarding my family’s well-being\ulcorner ； 3) What should I do regarding my society’s well-being\ulcorner The cooperative learning strategies were mainly used in this curriculum. Students were assessed through learning experiences and achievement.

• 대순사상논총
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• 제18권
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• pp.1-24
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• 2004

This paper is to inquiry into the conceptual model of religious education in school curriculum focused on 7th revised curriculum, subject matter and teacher training system. We have to consider the related variables for the operation of school curriculum: student, school, teacher. In school curricula of Korea, religious education can be practiced as a elective course of subject, discretion activity and special activity, latent curriculum etc. And also it should be considered student's right of option and autonomy of private school, because at least those are the important variables effect upon the religious education in school curriculum. Now I'd like to abstract results of this paper as followed. First, it should be considered student's right of option for religious education in private school curriculum. But at this case, also under the name of education it should be justified precondition of purpose, content, approach method. If not, it easy to access to pejorative meaning as a religious indoctrination. Second, in case of conflict between student and school, I think that a proper method is to adjust the related variables. Third, if the purpose of religious education in school based on religiosity, it can be cover the understanding of religious culture, affectionate domain of religiosity, behavioral religiosity. Finally, in order to accomplish such an conceptual model of religious education in school, it should be set a condition for teacher training system, subject matter etc.

• 한국지구과학회지
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• 제26권7호
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• pp.640-651
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• 2005

본 연구는 Klopfer의 교육목표 분류를 이용하여 한국의 제7차 교육과정의 중학교 7학년 과학과의 교육목표와 제7차 교육과정에 따른 중학교 교과서에 나타난 학습 목표를 분석하여 교과서에 반영된 교육목표가 교육과정상의 요구 목표와 어느 정도 부합하는지를 알아보고 문제점을 분석하여 제시함으로써 교육과정에서 요구하는 목표와 교과서가 연계성을 가지도록 하는데 있다. 연구결과 제7차 교육과정의 과학과 교육목표는 Klopfer의 교육목표 분류5의 조작적 기능(G.0)을 제외한 전 범주에 걸쳐 그 목표를 설정하고 있으며, 정의적인 영역(범주 $H.0\~I.0$)을 더욱 강조하고 있다. 그러나 제7차 교육과정의 중학교 교과서는 NSTA의 권장 목표 비율과 비교해 볼 때 인지적 영역에 더욱 비중을 두고 출판되었으며, 교과서에 지향(범주 I.0)에 관한 목표가 전혀 언급되지 않고 있었다.

• 대한수학교육학회지:수학교육학연구
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• 제11권2호
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• pp.257-271
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• 2001

This study investigated the new revised Mathematics curriculums of elementary schools in Korea and Japan at the end of the 20th century. The comparison was made especially with revising direction, purposes, and contents of elementary school mathematics curriculum in both countries. I began by comparing and confirming the ratio of instruction hours of Mathematics to the total instruction hours of all the subjects at as whole. This comparison was done of the elementary and middle school mathematics. The next part of the study was to compare in detail the purposes of revised mathematics in elementary and middle schools of both countries. Particular attentions was paid to the important revised points of Japanese elementary school Mathematics. Finally, I concluded by comparing the contents of elementary school Mathematics of the two countries. New mathematic text books in both countries having been published by revised curriculum, puts the future task in comparing, in detail, the concrete contents of each textbook.

• 한국환경교육학회지:환경교육
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• 제20권2호
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• pp.16-24
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• 2007

The purpose of this study is to understand how the unit objectives and contents associated with environment are reflected on the 6 kinds of chemistry- I textbooks in the 7th curriculum and to present how to deal with the environmental education in chemistry- I. The results of this study are as follows. First, units associated with environment account for an average of 43.7% on chemistry- I in 7th curriculum. Second, contents of units related to environmental education on chemistry- I in 7th curriculum are environmental pollution(17.8%), environmental preservation and environmental pollution prevention(15.9%), environmental hygiene(12.2%), and any other things, Environmental pollution takes up a considerable part of environmental education. Third, the results for analyzing the objectives of chemistry- I in 7th curriculum show that Information Knowledge Awareness(34.0%) and Skill (29.9%) take up most parts. Fourth, Orientation (I) as analysis standard for objective of the units related to environmental education accounts for 10.2% of the total. It is clear that environmental education is carried out from STS point of view. In conclusion, environmental education in Chemistry- I focuses on fostering students' ability to apply the fundamental notion of chemistry to real life associated with environments. Therefore, it is necessary that environmental education in Chemistry- I should include value, attitude and participation and that improve students' ability to approach the environmental problem comprehensively.