• 대한가정학회지
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• 제36권2호
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• pp.91-104
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• 1998

The specific objectives of the study were (1) to determine the preferences for three home economics curriculum designs(HECD) categorized by Majorie Brown(Technical HECD, Self Actualization HECD, and Practical Reasoning HECD), (2) to determine the differences between middle school HE teachers and high school HE teachers on each curriculum element, and (3) to determine the relationships between preferences for three HECD by curriculum elements and personal and professional characteristics of HE teachers. For these objectives, the subjects were randomly selected from HE teachers of secondary schools in the areas of Seoul, In-Cho, and Keungi. The 300 data collected by mailed survey were analyzed into frequency, percentage, Chi-square, and contingency coefficient using SAS program. The major findings were as follows: 1) the majority of HE teacher respeondents preferred the Practical Reasoning HECD about the following curriculum elements: Purpose of HE education, knowledge, subject matter, teaching method, society and culture, learner, learning atmosphere, and HE teacher's role. 2) No significant difference emerged when Chi-square was applied to determine difference between the two groups(middle and high school HE teachers) on three HECD according to each curriculum element. 3) The contingency coefficient between preferences of HE education purpose for three curriculum designs and age was 21, years of teaching was 23, between preferences of learning atmosphere of three curriculum designs and location of school was. 17. These mean that the younger and more beginning teachers perferred HE purpose of the Practical Reasoning HECD, and HE teachers working in urban area more preferred learning atmosphere of Practical Reasoning HECD.

• 컴퓨터교육학회논문지
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• 제12권2호
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• pp.1-12
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• 2009

전문계 고등학교 학생들의 상급학교 진학이 급격히 늘어나고 있으며 이에 따라 전문계 고등학교의 전문교과 교육이 동일계열 상급학교의 교육과 적절히 연계될 수 있도록 전문교과가 구성되어야 할 필요가 있다. 본 연구에서는 상업 정보계 고등학교의 정보 컴퓨터 계열 학과를 중심으로 현재 편성 운영되고 있는 컴퓨터 교과목들을 분석해서 문제점을 찾아보고, 이를 토대로 상업 정보계 고등학교의 바람직한 컴퓨터 교과들의 편성 운영 방안을 찾아보았다.

• 보건교육건강증진학회지
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• 제17권1호
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• pp.185-213
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• 2000

The purpose of this study is to analyze and compare dental hygine curriculum of three countries--Korea, U.S.A., and Japan--, focusing on the ways of organizing content. In this study, 30 curriculum documents of dental hygienist in U.S., Japan, and Korea were analyzed and discussed by a framework of analysis which was constructed referring to Tylerian curriculum model. Using this framework, three kinds of key components of curriculum document were compared according to specific elements of each component. More specifically, comparing those curriculum documents, we must consider the dimension of content organization. In this study, the problem of course organization was viewed on three dimensions: continuity, sequence, and integration of curriculum content. Based on the results of this study, the conclusions are as follows. 1. Courses of dental hygienist education should be organized so that the curriculum foster the cumulative and continuous learning. It will be accomplished by considering the essential procedures or sequence of dental hygiene activities. 2. When organizing curriculum elements, we should consider the continuity dimension of learning content. Continuity deals with the vertical manipulation or repetition of curriculum components. In other words, it accounts for the reappearance in the curriculum of certain major ideas or skills. Therefore, courses should be based on the level of the dental hygienist activities in order to ensure a continuity of learning experiences. 3. Dental hygienist curriculum must be organized in a way to integrate the logic of dental hygiene as a discipline with the process of dental hygiene performance. Integration refers to the linking of all types of knowledge and experiences contained within the curriculum design. It emphasizes horizontal relations among various content topics and themes involving all domains of knowledge recognized. Thus, courses of dental hygiene curriculum should be integrated to allow college students to obtain a unified view of knowledge and an in-depth meaning of the dental hygiene as a profession.

• 디지털산업정보학회논문지
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• 제9권3호
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• pp.99-106
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• 2013

There has been a lot of growth more than 10% in the information security industry. In accordance with the industrial growth, it increased needs for the information security manpower development as a national problem. But there is an imbalance between demand and supply of the information security manpower in terms of the quantity and quality. It is mainly caused by the curriculum of the information security is made considering for suppliers not for demanders. As a resolution to solve this problem, we suggest the curriculum of information security for vocational education and training. As the information security area is wide in view of required knowledge and technology, we design the curriculum by selecting major occupation type from the information security manpower distribution and products and then by investigating the job description using NCS(National Competency Standard). And we compared the curriculum to that of two or three year diploma courses in Korea.

• 교육시설
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• 제5권4호
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• pp.5-17
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• 1998

The curriculum of technical high school has been revised many times during the past several decades because of the changes of educational circumstance. The educational goals in technical high school get toward the integration of theory and practice in every one course of major subjects in near future. In the usable methods of the classroom, the use of general classroom is lowered byway of the increase of the practice rate in special classroom, there by, in the situation that is high with respect to specialized curriculum and practice the classroom. Composite of curriculum is more effective. For these reasons, the architectural planning, especially the arrangement of classrooms and practice space according to the new curriculum has been more important than before.

• 농촌지도와개발
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• 제4권1호
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• pp.257-268
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• 1997

The objectives of this study were 1) to investigate the curriculum development process in formal education, 2) to estimate the percent situation of planning and implementation of farmers education and 3) to establish the curriculum development model for farmers education. The major results were as follows; 1) It was regarded as the important issue that the participation of learners/farmers should be more increased in planning and implementing process of education program. 2) The farmers education curriculum/program was defined as the whole learning activities planned to achieve the educational goal efficiently. 3) The curriculum development model with the nine steps containing the educational procedure, methods and duties was established.

• 산업경영시스템학회지
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• 제24권69호
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• pp.87-92
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• 2001

A significant number of all reported accidents in Korea involved education and training Based on the Labor Ministry data, statistics, show the education cause was directly involved in 38% of major accidents, Since safety managers have in charge of safety education at the factory, occupational safety curriculum must be studied to train safety manager effectively. In this study an analysis on relative importance of industrial safety curriculum for a good safety manager was performed by Analytic Hierarchy Process(AHP) The results showed that relative importance of industrial safety curriculum by AHP was safety management(w=0.240) ergonomics and system safety(w=0.201) construction safety(w=0.182) mechanic safety(w=0.139) electronic safety(w=0.134) and chemical safety(w=0.104) in order. The results could be used for industrial safety curriculum planning in university and safety organization such as Korea Occupational safety and Health Agency.

• 가족자원경영과 정책
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• 제5권1호
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• pp.123-140
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• 2001

This paper proposes empirical research areas and a curriculum model that outlines the core concepts of major research topic and educational programs of family business. The purpose of this study was two fold: First, to develop the conceptual and empirical research model of family business. For this purpose, this study examined five conceptual issues - ethical, theoretical, management, historical, environmental - in the development of family business research areas. Based on these five conceptual issues, this study developed an empirical research model of family business. Second was to develop the curriculum model of family business at the university level. This curriculum was developed in terms on the family system. business system, and ownership system of family business. This study will be useful in developing more professional curriculum and educational programs to help educator and professional advisors assist family businesses.

• 한국가정과교육학회지
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• 제22권3호
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• pp.55-75
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• 2010

본 연구의 목적은 2007개정 교육과정에서 강조하는 실천적 문제해결 과정, 지속 가능한 삶을 고려한 소비생활, 진로교육이 현재 중학교 1학년이 사용하는 기술 가정교과서의 '청소년의 자기관리' 단원과 '청소년의 소비생활' 단원에 어떤 내용과 형태로 반영되었나를 분석하는 것이다. 2010년 3월부터 중학교에서 사용하고 있는 12종 교과서의 단원 구성 체제 요소인 대단원 도입, 목표 진술, 중단원 도입, 소단원 제목 및 도입, 본문 진술, 활동과제, 표/그림/사진, 보충 및 심화 학습자료 대단원 및 중단원 마무리 부분에 반영된 3가지 강조점을 분석하여 다음과 같은 결론을 내렸다. 첫째, 3가지 강조점은 목표 진술을 제외한 교과서의 모든 단원 구성 체제 요소에서 반영하고 있지만, 다른 구성요소에 비해 활동과제, 표/그림/사진, 보충 및 심화학습 자료에 반영하는 비율이 높게 나타나고 있다. 둘째, 중 단원마다 교육과정에서 강조하는 강조점을 반영하는 정도가 다르다 전체적으로 '청소년기의 자기관리 단원'에 비해 '청소년의 소비생활' 단원이 3강조점의 반영 비율이 높은 것으로 나타났다. 셋째, 출판사 마다 교육과정에서 강조하는 강조점을 반영하는 정도도 다르고 반영하는 방법도 다르다. 이를 바탕으로 가정과 교사의 현장수업에서의 교과서 활용방안과 교과서 개발 기관 및 심사자를 위한 제언을 제시하였다.

• 한국가정과교육학회지
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• 제1권1호
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• pp.33-42
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• 1989

By the comparative analysis of high school Home Economics curricula in the U.S., Japan and Taiwan, this study first attempts to understand the current Home Economics education and to access its treads for each country. Based on the findings of the analysis, the study also seeks to get the major implications of the analysis for the betterment of the Korea Home Economics Education. The main sources of information and data analyzed here are： 1) curricula for both Oklahoma and Ohio state as representatives of the U.S.； 2) Home Economics Teaching Guidelines in Japan； and 3) Home Economics curriculum in Taiwan. Content Analysis technique is applied in this study. The major elements of contents include：1) structure of the curriculum； 2) subject name； 3) unit (time) allotment； 4) goals； 5) subject areas and content composition； and 6) other related characteristics for the implementation of the curriculum. Summarized results of the study outline as follows： 1) Home Economics is offered as independently required subject with equal status to Mathematics, Science, and Social Studies subject in all three countries； 2) Sex discrimination is prohibited both in the U.S. and Taiwan, while in Japan sex equity is not secured for Home Economics educations； 3) Time allotment for Home Economics in Japan and Taiwan is similiar to that in Korea；4) Subject areas cover such fields as Foods and Nutrition, Clothing and Textiles, Home Management, and Human Development in all three countries, which is similiar to those of Korea. In addition, Consumer Education and Career Education are also covered in the U.S., whereas in Japan Child Care is offered； and 5) Curriculum can be utilized as instructional planning material due to the clear specification of instructional methods, materials, and evaluation methods on the curriculum, especially in the U.S. and Taiwan.