• Education of Primary School Mathematics
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• v.21 no.1
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• pp.39-53
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• 2018

Most of the studies of mathematics so far have found positive changes in the effectiveness of the academic achievements of academic achievement, as well as positive changes in the effectiveness of academic achievement or attitudes or attitudes towards mathematics. The purpose of this study was to investigate the achievement criteria for the use of the teaching aids and to present the teaching aids and the methods for teaching the learning contents appropriate to the achievement standards. Specifically, it finds the achievement standard suitable for the learning contents instruction course of the textbooks of the elementary school 1st and 2nd graders, finds the available diocese in the standard diocese for the math class, and investigates the diocese in use in the present textbook.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.15-21
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• 2018

The purpose of this study is to design a Content-based Korean Class model using Flipped learning for foreign students. The class model that presents on this paper will lead the language learning through content learning, also it will be enable the student more active and to have an initiative in the class. Prior to designing a Content-based Korean Class model using Flipped learning, the concepts and educational significance and characteristics of flip learning were reviewed through previous studies. Then, It emphasizes the necessity of teaching method adapting Flipped learning to Content-based teaching method in Korean language education. It also suggests standards and principles of composition in Contents-based teaching method using Flipped learning. After designing the instructional model based on the suggested standards and principles, it presents a course of instruction about how learning methods, contents and activities should be done step by step. The Content-based Korean class model using the Flipped learning will be an alternative approach to overcome the limitations of teacher-centered teaching methods and lecture-teaching methods which are the dominant of present classroom environment.

• The Korean Journal of Archival Studies
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• no.29
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• pp.129-173
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• 2011

Standards-curriculum based archival contents for education is the best effective teaching and learning units for historical thinking abilities. This paper purposes a developing procedures of an archival contents for education that is theoretical instructions of developing an archival contents for education by the National Archives of Korea. This paper can be used of the theoretical bases for the National Archives of Korea by proposing the methodology of development of an archival contents for education. The developing procedures of an archival contents for education is the same with the procedures of developing an e-learning contents that has planning, analyzing, designing, developing and assessing steps but it is characterized by an archival contents for education that is curriculum standards analysis, collection analysis, and detailed design for structured formats in effective-accomplishments for teaching-learning objectives. I propose the procedures for determining teaching-learning subjects that enable the development of an archival contents for education by curriculum standards analysis. I also propose the procedures for deriving the key words from the teaching-learning subjects. Collection analysis methods analyze key records that correspond to the learning subjects according to the selection criteria of primary sources. In the steps of designing, titles of contents and contents structures have to be determined and storyboards based on flowchart of learning have to be made of according to the results of analyses. In the steps of developing contents, making a copy of primary sources like a original is the key points. And also in the steps of assessment, products of teaching-learning contents to effectively achieve the teaching-learning objectives have to be estimated by the appraisal board. Finally I propose that user's survey research after the services have to be reflected on contents updates and new developments of contents.

• Research in Mathematical Education
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• v.6 no.2
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• pp.107-116
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• 2002

Geometry is one of the important parts of Chinese school mathematics. There is a large difference in teaching and contents (standards, curriculum) between the US and China. Many mathematics educators in both countries are trying to reform the instruction of geometry and have made some progress. Close attention has been given to the Principles and Standards for School Mathematics (NCTM 2000), in which we have found many good ideas. In this paper, we introduce new developments of school geometry in China and have made some comparisons between the US and China. The new technology is becoming popular step by step in Chinese high schools. We believe we should learn from each other and exchange the ideas. In doing this mathematics teaching will be improved.

• Communications of Mathematical Education
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• v.32 no.1
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• pp.97-111
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• 2018

This study is to establish the domains and the standards of instructional evaluation on the teacher knowledge dealing with the knowledge of 'teaching and learning methods and assessment'. Especially, in this study, the instruction assessment standards are developed focused on the six types of mathematics competencies such as problem solving, communication, reasoning, creativity and collaboration, information and handling, attitude and practice which were emphasized in the mathematical curriculum revised in 2015. By the result, seventh evaluation domains such as an instruction involving problem-solving activity, an instruction involving reasoning activity, instruction involving communication activity, instruction on information and handling activity, instruction involving learners' achievement level and attitude, instruction involving the development of assessment method and tool, instruction applying on assessment result were new established. According to those domains, the 19 instructional evaluation standards were developed totally. This study is limited to consider the domain of 'teaching and learning methods and assessment' among the domains of teacher knowledge, while dealing with the elements of mathematics competencies in the standards. However, instructional evaluation standards reflecting these competencies should be developed in the other diverse domains of teacher knowledge.

• Journal of Arbitration Studies
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• v.30 no.3
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• pp.47-66
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• 2020

Due to the division of China's departmental laws, the disconnect between theory and practice, and the influence of traditional academic thinking on the understanding of the knowledge structure of arbitration legal talents in practice, the construction of law school colleges, teaching teams, and research centers mostly revolves around departmental laws, tearing the connection of the arbitration legal system. The student-centered, process-guaranteed, and result-oriented arbitration master of law training model is "virtualized," the shaping of arbitration professionalism is ignored, the coverage of practical teaching is narrowed, and the arbitration legal profession is mostly formalized. The prevalence of specialized curriculum systems shortage, single faculty, formalized practical teaching, outdated curriculum settings, unsuitable curriculum system design for development, and inaccurate professional curriculum standards and positioning renders it difficult to integrate the "Belt and Road." The cutting-edge, the latest research results, and practical experience cannot reflect the connotation, goals, and requirements of "Entrepreneurship" education, as well as arbitral issues such as the ineffective monitoring of practical education and the inconsistent evaluation of standards and scales. Under the background of the "Belt and Road," based on system theory and practice and through training goals that innovate and initiate organizational form, activity content, management characteristics, assessment and support conditions, etc., the arbitration law teaching curriculum system is gradually improved and integrated. Through the establishment of a "Belt and Road" arbitration case file database and other measures, a complete arbitration law theory and practice teaching guarantee system has been established. Third parties are introduced, arbitration law experimental modules are developed, students are guided how to discover new knowledge, new contents are mastered, solidarity, cooperation, and problem-solving capabilities are cultivated in the practice of the "Belt and Road," and quality education, vocational education, and innovation education are organically integrated. In order to implement the requirements of arbitration law education, innovation development and collaborative management of arbitration law teaching practice base should be cultivated, thus giving full play to the effect of collaborative education between universities and arbitration institutions.

• Proceedings of the Korean Society for Information Management Conference
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• 1999.08a
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• pp.181-184
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• 1999

This study has described information literacy standards have been chosen for teaching students the methods for developing the information competency, closely connected with other subjects in school curriculums beyond the traditional school library users education. According to the Bloom's educational objective texonomy, the information literacy standards have been classified into two domains, cognitive domain and affective domain, and investigated. Desirable information literacy standards have been developed and chosen.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.83-104
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• 2017

It is the approach of development of teaching methods for competency development in business class. This study distinguishes areas that can be commonly applied to many business subjects. And we derive core competencies from the basic skills of NCS. The results of this study are as follows. First, we have established an opportunity to distinguish the subject field of business administration(personnel/organization/strategy, production/operation management, marketing, financial/finance/insurance, accounting, MIS). Second, we have proposed guidelines for the setting of the each subject goals and the setting of the professor's competency. Third, we have summarized teaching method which are studied as valid in business class(lecture method, problem based learning method, action learning teaching method, and management simulation teaching method) and we suggested how to apply teaching methods to the each subject.

• English Language & Literature Teaching
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• v.9 no.2
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• pp.243-261
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• 2003

The purpose of this study is to introduce Korean teachers and researchers ESL standards for TESOL students developed by TESOL association in 1997. The standards were designed to be useful for teachers and other educators who want to incorporate them in their educational programs for ESOL students in mainly the USA. These standards are important because they articulate the English language development needs of ESL learners and provide directions to educators on how to fulfill the needs of ESL students. Also. they emphasize the major role of language in the attainment of other content area standards. In this paper the author introduced not only the theoretical backgrounds. construct. meaning of the standards, and the ways of implementation but also their lessons to our Korean situation.

• Research in Mathematical Education
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• v.22 no.1
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• pp.47-82
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• 2019

Pennsylvania is one of the states that adopted the Common Core State Standards for Mathematics (CCSSM) and crafted its own standards (The PA Core State Standards). Pennsylvania teachers are required to have a clear understanding of the PA Core Standards. It is timely and appropriate to study Pennsylvania teachers' beliefs, as the standards have been adopted and implemented for several years since the revision of the PA Core Standards (2014). This study examined how eight western Pennsylvania elementary school teachers' beliefs about teaching and learning mathematics related to the SMP. To this end, I conducted an in-depth interview with each participating teacher. The in-depth interviews featured the teachers' overarching mathematical instructional goals and their productive beliefs. Furthermore, I linked these beliefs with the CCSSM Standards for Mathematical Practice (SMP).