• 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.

• 한국학교보건학회지
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• 제22권1호
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• pp.155-169
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• 2009

Purpose: The purpose of this study is to suggest the direction for improvement of educational curriculum for health education in future while investigating change of organization in curriculum for health education in Korea. Method: It is to analytic thinking the trend of curriculum development and organization of the health curriculum in national level. Results: As a result of this analysis of change of organization in curriculum for health education in Korea, the educational curriculum in Korea is proved to have established diverse subjects about health education in whole educational curriculum. The analysis of organization of educational curriculum in each term shows that subjects on health education has diminished in amount or weakened in content in the education of elementary, middle and high school, as they disappeared from organization of educational curriculum in 4th and 5th terms for education. Seventeen hours per year portioned for health education in revised educational curriculum for 2007, which is currently operated, has been analyzed as being very short to its full requirement. The significant increase of hours for education is demanded for health education to be systematic and practically helpful in actual field of education in schools. Conclusion: It is also demanded that the more diversified and systematic method of education should be applied to and operated for organization and operation of educational curriculum rather than strictly unified educational curriculum.

• 한국수학사학회지
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• 제27권3호
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• pp.233-253
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• 2014

In this study, the kindergarten teachers and elementary school teachers were surveyed to see the level relevance of the kindergarten and primary school curriculums. As a result, first, the kindergarten curriculum was generally appeared appropriate to the level of kindergarten students. However, in practice, a significant amount of the first grade curriculum were taught in the kindergarten. Second, the variation of mathematical abilities among the begining students was very large, and this variation also affected the students' achievements. Third, both kindergarten teachers and elementary school teachers wished for adjustments of the level of mathematics curriculum.

• 한국학교수학회논문집
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• 제12권3호
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• pp.231-245
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• 2009

본 논문은 암호 및 정보보호와 관련된 내용들을 상업 정보 계열 고등학교 학생들에게 소개하고자 할 때, 사전에 학생들의 정보화 수준 및 암호와 정보보호의 이해에 대한 실태를 파악하고, 제7차 수학과 교육과정과 2007 개정 수학과 교육과정 및 상업 정보 계열 고등학교 전문 교과 교육과정을 검토하여 수학 교과와 전문 교과 사이의 연관성을 파악함으로써, 상업 정보 계열 고등학교에서 수업 시간에 활용할 수 있는 교재를 개발하고 이를 실제 수업에 적용한 결과에 대한 분석이다. 개발된 교재를 사용하여 상업 정보 계열 고등학교 학생들에게 암호 기초 이론을 강의하고 관련 알고리즘을 프로그래밍 언어를 사용하여 프로그래밍하게 한 결과 암호 학습이 수학학습의 동기 유발은 물론이고 수학 교과와 전문 교과 사이의 매개역할을 할 수 있는 것으로 조사되었고, 이러한 결과를 토대로 프로그래밍 실습을 포함한 암호 학습을 제7차 수학과 교육과정의 '실용수학' 또는 2007 개정 수학과 교육과정의 '수학의 활용'에 추가할 것을 제안하였다.

• 교육녹색환경연구
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• 제12권2호
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• pp.71-82
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• 2013

School Landscape Planning in Korea recently due to the implementation of green building certification system as a whole outside of the school environment and create eco-friendly, but not has not been linked with the curriculum. The purpose of this study is linked to the curriculum that can be used actively in learning activities is to landscape the school. Considering curriculum for elementary landscape plan provides direction results of this study can be summarized as follows: First, the elementary school years in Chapter 3, the type and number of species of plants and animals that appear in the textbooks examined the results of the analysis that appears to know what plants and animals were the most common. Second, seven schools in Gyeonggi Province in Chapter 4 investigated the status of the landscape. The current landscape of the school curriculum, whether in agreement with the results of this comparison indicate that much of a difference could be seen. Therefore, future elementary landscape plan in accordance with the finality of education curriculum will be developed to fit.

• 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.

• 한국가정과교육학회지
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• 제2권1호
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• pp.15-28
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• 1990

The Sequence of the Curriculum and the Contents of Textbooks on Family Life Field of Home Economics Subject in Primary, Middle and High School. The purpose of this study is to investigate the sequence of curriculum and the contents of textbooks in primary, middle and high school. The problems of this study are as follows. 1. Are the educational contents of Family Life field in primary, middle an high school specified in the contents of textbooks\ulcorner 2. What are the sequence of curriculum and the Contents of textbooks on Family Life Field of Home Economics subject in primary, middle and high school\ulcorner The study results given by the research on the educational contents of Family Life field and the sequence of the contents of textbooks of Home Economics subject in primary, middle and high school can be summarized as follows. 1. Are the educational contents on Family Life field in the primary, middle and high school specified in the contents of the textbooks\ulcorner The results are as follows 1〉Considering the sequence of educational contents on Family Life field in primary school, we can find out that the subject aims have relevance to those of the forth and fifth grade in primary school, and those of the forth grade in primary school are specified in the contents of curriculum of the forth grade and the contents of curriculum of the forth grade are specified in the textbooks for the forth grade in primary school. The subject aims of the fifth grade are specified in the contents of curriculum of the fifth grade and the contents of curriculum of the fifth grade are specified in the textbooks for the fifth grade. 2〉Considering the sequence of educational contents on Family Life field in middle school, we can find out that the subject aims have relevance to those of the first and second grade in middle school, and those of the first grade in middle school are specified in the contents of curriculum of the first grade and the contents of curriculum of the first grade are specified in the textbooks for the first grade in middle school. The subject aims of the second grade are specified in the contents of curriculum of the second grade and the contents of curriculum of the second grade are specified in the textbooks for the second grade.

• 비교교육연구
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• 제27권3호
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• pp.75-100
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• 2017

2015 개정 교육과정이 단위 학교에 적용되고 있는 상황에서, 이 연구는 호주와 영국의 국가교육과정 적용과 지원 사례를 살펴보고 우리나라 국가교육과정 적용 지원에 대한 시사점 얻기 위한 목적으로 수행되었다. 연구 목적을 달성하기 위해 호주와 영국의 국가교육과정 적용 지원과 관련 문헌 및 자료들을 검토하고 각 국가의 교육과정 담당자 및 교사를 대상으로 심층 면담하여 분석하였다. 연구 결과는 세 가지 주제로 분석되었다. 첫째, 호주와 영국에서는 국가교육과정 개발 과정을 공개하고 교육 당사자 간에 활발하고 적극적인 소통이 이루어지고 있었으며, 이는 국가교육과정에 대한 사회적 공감대를 형성하게 하고 새로운 교육과정을 보급 전파하는 기회로도 작용하고 있었다. 둘째, 호주와 영국은 교사들이 국가교육과정을 적용할 수 있도록 워크숍 형태의 교사연수나 특화된 온라인 프로그램을 활용한 연수, 교과별 교사 네트워크나 TS(Teaching School)을 활용한 교사 전문성 신장에 많은 관심을 두고 있었다. 셋째, 호주와 영국 모두 정부가 발행하는 교과서는 없었으나 교사들이 국가교육과정을 적용할 수 있도록 다양한 유형의 교수 학습 자료를 개발하여 제공하고 있었으며, 교육과정과 관련된 자료를 쉽게 찾아 다운 받을 수 있도록 온라인 사이트들을 서로 연동하여 개발하는 등 자료의 활용도를 높이기 위한 노력을 하고 있었다. 이 연구는 이러한 연구결과를 토대로 우리나라 국가교육과정 적용 지원 방식에 대한 시사점을 도출하여 논의하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제31권2호
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• pp.167-185
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• 2017

본 연구에서는 교육과정 질 관리의 측면에서 의무교육 대상인 초등학교와 중학교의 수학 교육 실태를 분석하여 교육과정의 투입, 과정, 산출 단계의 측면에서 질 관리가 되어야 할 주요 내용을 중심으로 학생, 학부모, 교사 대상 설문을 실시하였다. 설문 결과, 첫째, 투입 단계에서 초등학생들은 학습량이, 중학생은 내용 수준의 어려움이 있음이 나타났다. 둘째, 과정 단계에서 초등학교 교사들이 중학교 교사들에 비하여 교육과정 상의 교수 학습 방법을 더 잘 이행하고 있는 것으로 나타났다. 셋째, 산출 단계에서 학생 및 학부모의 인지적 영역과 정의적 영역의 만족도가 초등학교보다 중학교에서 낮은 것으로 나타났지만, 응답 평균은 두 학교급에서 모두 높은 편이었다. 이상을 고려하여 추후 새교육과정이 교육 현장에 적용될 때에 학교급별로 나타난 문제점을 해소할 수 있는 방법이 마련되어야 하고, 궁극적으로 교육과정 질 관리를 위한 수단으로서 교육과정이 개정될 수 있는 체제가 마련되어야 할 것이다.