• Title, Summary, Keyword: period of syllabus

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Analysis on Korean Middle School Mathematics Textbooks Published in the Syllabus Period Centered on the Concept 'Straight Line' (교수요목기 초급중학교 수학교과서의 내용 구성과 전개 방식 분석 - '직선' 관련 내용을 중심으로)

  • Do, Jong-Hoon
    • Journal for History of Mathematics
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    • v.24 no.3
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    • pp.95-108
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    • 2011
  • In this paper we analyse the contents of middle school mathematics textbooks published in the Syllabus Period centered on the concept 'straight line'and discuss how they are different from contemporary mathematics textbooks.

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.

Analysis of Changes in Expression of School Mathematics Terminologies from the Syllabus Period to the 2007 Curriculum (교수요목기부터 2007 개정 수학과 교육과정까지 학교 수학 용어의 표현 변화 분석)

  • Do, Jonghoon;Park, Ji Hyun
    • Journal of Educational Research in Mathematics
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    • v.23 no.4
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    • pp.491-503
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    • 2013
  • In this paper we analyse how school mathematics terminologies have been changed from the syllabus period to the 2007 curriculum. For this we survey the school mathematics terminologies which have been used since the syllabus period on the 2007 curriculum basis, analyse changes in expression of those, and look through to the characteristics of mathematics terminologies for each curriculum period.

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ENGLISH RESTRUCTURING AND A USE OF MUSIC IN TEACHING ENGLISH PRONUNCIATION

  • Kim, Key-Seop
    • Proceedings of the KSPS conference
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    • pp.117-134
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    • 2000
  • Kim, Key-Seop(2000). English Restructuring and A Use of Music in Teaching English Pronunciation. JSEP 2000 voU This study has two-fold aims: one is to clarify the restructuring of English in utterance, and the other is to relate it to teaching English pronunciation for listening and speaking with a use of music and song by suggesting a model of 10-15 minute pronunciation class syllabus for every period in class. Generally, English utterances are restructured by stress-timed rhythm, irrespective of syntactic boundaries. So the rhythmic units are arranged in isochronous groups, of which the making is to attach clitic(s) to a host or head often leftwards and sometimes rightwards, which results in linking, contraction, reduction, sound change and rhythm adjustment in utterance, just as in music and song. With English restructuring focused on, a model of English pronunciation class syllabus is proposed to be put forward in class for every period of a lesson or unit. It tries to relate the focused factor(s) in pronunciation to the integrated, with teaching techniques and music made use of.

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A Study on Mathematics Textbook 'Saembon' (교수요목기 초등수학교과서 『셈본』에 관한 연구)

  • Cho, Youngmi
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.3
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    • pp.485-503
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    • 2017
  • 'Saembon' was elementary mathematics textbook in the Period of Syllabus in Korea. First I classified Saembons in five groups. And then I regrouped them into two kinds. One kinds were published under U.S. Army Military Government, and other kinds were made under Republic of Koera. Two kinds of Saembon were very different in several aspects. I showed how they were different through real examples. Finally I tried to explain that Saembons under Republic of Koera were better than Saembons under U.S. Army Military Government.

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A Study on Historical Development of the Biological Science Curriculum for High Schools in Korea (고등학교 생물과 교육 과정의 변천에 관한 연구)

  • Chung, Wan-Ho
    • Journal of The Korean Association For Science Education
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    • v.1 no.1
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    • pp.15-27
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    • 1978
  • First: The common points from "syllabus" period to that of "Course of study" are as follows: 1) with no introduction explained. the "Syllabus" or "Course of study" was made to be completed in accordance with the allotment of time (unit). 2) To teach how to rear animals and grow plants, and to make specimens with collected samples formed a great significant field of learning, which meant giving more emphasis on learning classification, life-centered education and basic field of learning than discipline-centered education. 3) The reason why the field of applied biology was emphasized on was that both periods had ideals in Common to educate persons more necessary and useful to the society than to major the pure academic field. 4) Both periods mainly dealt with problems of diseases, and physical health discussed all over the world in 1950's which accounts for necessity of the society to free from ignorance. Second; "The first curriculum period" and "the second one" are observed as follows: 1) The former took the unit (credit) system for the first time. It tried to lay down the conceptual hierarchy with "Biology I" and "II" divided, while "Biolgy I" is better systematized than "Biology II". 2) Discipline-centered education and structure fo knowledge are put more emphasis on especially in "the 2nd curriculum period". 3) And also in this period are included serious problems such as urgency of pollution, importance of nature conservation, population due to the development of industry. 'Third; With the recent curriculum laid down, experiments and teaching contents of subjects are put in harmony with each other and accordingly the process of Inquiry is laid emphasis on. Fourth; It is necessary to set up conceptual sequence and scope effectively in the curriculum.

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PRESENT STATUS AND SCIENTIFIC FACTOR ANALYSIS ON ITS PAST PROBLEMS OF THE INTERNATIONAL OLYMPIAD ON ASTRONOMY AND ASTROPHYSICS (국제천문 및 천체물리 올림피아드 현황과 기출문항에 대한 과학탐구 유형 분석)

  • Yim, In-Sung;Sung, Hyun-Il;Han, In-Woo;Kim, Yoo-Jea;Choe, Seung-Urn
    • Publications of The Korean Astronomical Society
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    • v.26 no.3
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    • pp.89-101
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    • 2011
  • The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

A Study on the Systematizing Environmental Course for Sustainable Education in the Elementary School (지속가능성 교육으로서 초등학교 환경교육 체계화 연구)

  • Choi, Young-Boon;Min, Byeong-Mee;Choi, Don-Hyung
    • Hwankyungkyoyuk
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    • v.18 no.1
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    • pp.1-30
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    • 2005
  • Environmental education as worldwide sustainable education is effective when it is carried out as early as possible. But we do not have any aims and textbooks for environmental education in the elementary school. The purpose of this study is systematizing environmental syllabus as sustainable education. To achieve this purpose, firstly, the meaning of environmental education as sustainable education was conceptualized, secondly, the aims of environmental education was set up, thirdly, domains of environmental education was revised, and lastly, the syllabus for environmental instruction were created for each grade. Literature review was practiced over 143 textbooks and teacher's guidebooks from the 4th to 7th curriculum period. The result of this study follows. First, environmental education as sustainable education in the elementary school was conceptualized as an integrative education to keep the lifelong education and welfare. Second, the synthetic aim of environmental education as sustainable education in the elementary school was set up as 'cultivating desirable environmental people that behave for the sustainable future with environment-friendly value and attitude. Third, our environmental domains were divided into 11-12 independent areas, and ESSD (Environmentally Sound and Sustainable Development) was located on the subcategory of environmental domain. These domains were revised into three environmental domains and five sub-domains. Fourth, according to the aims of environmental education as sustainable education and five environmental domains, 253 objectives were established. Fifth, objectives of environmental education of 10 subject matters and integrative objectives were presented. Sixth, based on the objectives of domains and subject matters, 255 contents for environmental education in the elementary school were abstracted and distributed to each grade in the consideration of balance among domains and appropriateness of grades. Seventh, analytic results of textbooks of 7th curriculum shows heavy stress on the 'knowledge perception' section and deficiency on the altitudes and behavior section. The environment-related level and contents overlapped and fragmented deeply. Furthermore, 33 parts of textbooks could bring to mis-concept on environment.

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The Socio-semiotic Analysis of Visual Images in Elementary Science Textbooks: Focused on Weather and Forecast (초등 과학 교과서 시각 이미지의 사회-기호학적 분석: '날씨'와 '일기예보'를 중심으로)

  • Lee, Jeong-A;Maeng, Seung-Ho;Kim, Chan-Jong
    • Journal of the Korean earth science society
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    • v.28 no.3
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    • pp.277-288
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    • 2007
  • This study analyzed the visual images covering 'weather' and 'weather forecast' in elementary science textbooks from the Syllabus Period to the 7th national curriculum from the socio-semiotic perspective. The results showed that most of the visual images were 'realistic' which were descriptive of real world phenomena. This means that most of the visual images in elementary science text were familiar to students in every curriculum period. The power relationship in communication between images and students was very complex. The visual images in elementary science textbooks include few geometrical and alphanumeric code in every curriculum period. This study provides a new framework to interpret amount of information, functions of information, structures, and social meanings of visual images. It could be also a beginning stage to introduce the socio-semiotic perspective into choosing visual images for next science textbooks.

An educational analysis on ratio concept (비 개념에 대한 교육적 분석)

  • 정은실
    • Journal of Educational Research in Mathematics
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    • v.13 no.3
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    • pp.247-265
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    • 2003
  • The purpose of this study is to analyze the essence of ratio concept from educational viewpoint. For this purpose, it was tried to examine contents and organizations of the recent teaching of ratio concept in elementary school text of Korea from ‘Syllabus Period’ to ‘the 7th Curriculum Period’ In these text most ratio problems were numerically and algorithmically approached. So the Wiskobas programme was introduced, in which the focal point was not on mathematics as a closed system but on the activity, on the process of mathematization and the subject ‘ratio’ was assigned an important place. There are some educational implications of this study which needs to be mentioned. First, the programme for developing proportional reasoning should be introduced early Many students have a substantial amount of prior knowledge of proportional reasoning. Second, conventional symbol and algorithmic method should be introduced after students have had the opportunity to go through many experiences in intuitive and conceptual way. Third, context problems and real-life situations should be required both to constitute and to apply ratio concept. While working on contort problems the students can develop proportional reasoning and understanding. Fourth, In order to assist student's learning process of ratio concept, visual models have to recommend to use.

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