• 한국수학교육학회지시리즈A:수학교육
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• 제40권1호
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• pp.139-159
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• 2001

There are many papers about the 7th curriculum. According to those papers, the 7th curriculum is a new one which makes considerable change in mathematics education. But there are some problems in the 7th curriculum. In this paper, we discuss those problems at first. That is, the 30% reduction of mathematics contents may not be true, and there are some problems about the terms, symbols, and consistency in mathematics contents. We also consider some problems in mathematics textbooks itself and the mathematics textbook authorization under the 7th curriculum. We suggest that (1) there must be valid process in passage of mathematics contents, (2) we must give emphasis on the process - particularly, the teaching of basic concept or principles - rather than the result, (3) we must have guarantee of the equity in the mathematics textbook authorization.

• 수산해양교육연구
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• 제12권1호
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• pp.83-97
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• 2000

This article refers to the processions and the improvement of the 7th revised curriculum development for the Fisheries and Merchant Marine High School, published at Dec. 30, 1997. The general point of the 7th revised curriculum development was to cultivate creative Korean who will lead the epoch of globalization and information and to perform the learner-centered curriculum. Moreover, it defines the nature of Business High School not as completive but as continuing education. Based on this view, the improvment of 7th revised curriculum has been searched in varous sides. The group of general researchers and cooperators consisted of 12 members who were of university professors, teachers, related business men and executives in the administration branches, and the total researchers of 7th revised curriculum development were 90 members. The basic orientation of the research for the revised curriculum development was as following : The improvement of basic ability, job-analysis ability, integrity of theory and practice, acquisition of the certificate of national qualification, interrelation and cooperative role division between school and industrial fields, extension of self-decision ability of school and local society, protection of learner-selection right and maintaining close relations with the business-educational organization under life-long education system. Thus on the whole, the research for educational goals and contents, instructions, learning theory and evaluation is being processed with a high activity, based on the above mentioned plan of 7th revised curriculum development. At the same time, the methods and the models are being investigated. At last, it is to be noted that, in such as the 7th revised curriculum development research in this case, the effort should not be spared to harmonize the basic technological knowledge of the specialists in the Fisheries and Merchant Marine field and the cultural, liberal arts of personality education.

• 수산해양교육연구
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• 제16권1호
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• pp.69-83
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• 2004

The purpose of this study is to examine the implementation of the elective curriculum in academic high school. Elective curriculum of the high school seems to take more important status than that in the 6th national curriculum. The number of elective subjects of the high school increased from 60 different subjects for the 6th national curriculum to 79 different subjects for the 7th national curriculum. In addition, students can make their own courses and have a right to choose the subjects. In order to ascertain how elective subjects are being implemented and whether students can choose the subjects they wish to learn, this study conducted a national survey. The results of this survey are as follows. Despite the emphasis of the 7th national curriculum on the elective subjects in academic high schools, the curriculum implementation of elective subjects seems to be unacceptable. In most schools, only two typical courses such as humanities/social sciences and natural sciences courses are being offered for students as elective courses, and the scope of elective subjects students can choose appears very narrow. That's why we need to do research in order to improve implementation of elective subjects.

• 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.

• 영어어문교육
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• 제4호
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• pp.53-84
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• 1998

The purposes of the present study were to give the new direction of teaching English based on the 7th English curriculum, and to show some useful insights on English teaching in the 21st century. The 7th English curriculum was developed in two parts: as a required subject and as an elective subject. As a required subject, the English curriculum applies to the third grade of elementary school through to the first grade of high school. The elective subject of the English curriculum applies to the second and third grades of high school. In the 7th curriculum reform, a proficiency-based language program will be applied in the form of intensive and supplementary courses at the same levels irrespective of differences based on students' abilities, schools and regions. Linguistic functions, communicative functions, subject matters are included in the content area in language organization. Limiting the length of sentences is applied at elementary school only and is not applied at higher levels.

• 수산해양교육연구
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• 제24권6호
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• pp.1013-1026
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• 2012

The 2007 revised social studies curriculum emphasizes history education in particular. Thus the contents of the history section previously scattered through 3rd, 4th, 5th and 6th grades are now integrated into the first and second semesters of the 5th grade in elementary social studies. Therefore, this research intend to gain insights that could be used as a reference when making next social textbooks by analyzing social textbooks of the 7th and the 2007 revised curriculum. The conclusions of comparative analysis on social textbooks of the 7th and the 2007 revised curriculum are as follows: The textbook units according to the 2007 revised curriculum were a reorganization of the contents from the 7th's 6th grade 1st semester contents per unit in a chronological flow. Meanwhile, the topic was introduced to supplement historic contents afresh. The 2007 revised curriculum focused on the life history, cultural history, personal history.

• 한국과학교육학회지
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• 제18권4호
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• pp.517-523
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• 1998

7차 과학과 교육과정은 개발단계에서부터 줄어든 수업시수에 대한 대처방안의 마련이 매우 중요한 문제였다. 본 연구는 6차와 7차 과학과 교육과정을 분석함으로서 7차 교육과정에 나타난 수업시수 축소의 관점을 탐색하고 문제점을 밝히고자 하였다. 과학과 내용체계를 이루는 과학주제용어분석에서 첫째, 7차의 내용체계에 새로 등장한 과학주제들은 6차의 과학주제들의 세부주제를 이루었던 과학개념들로서 실질적인 변화는 거의 없었다. 둘째, 7차 교육과정에서는 과학주제들이 나타내는 과학개념을 맥락적이고 개념적으로 그 범위를 제한하는 용어수가 크게 증가하였다. 세째, 두 교육과정에서 공통으로 나오는 각 과학주제당 배당되는 수업시수, 즉 표면 시수가 과학주제 개수와 전체 교육과정 상의 시수 축소율 30%를 고려할 때 6차의 약 38.5%임이 추정되었다. 학년별 내용을 이루는 각 과학주제별 서술문장에 대한 분석에서는 개념중심으로 추출된 세부주제로부터 해진 수업시수, 즉 실질 시수는 표면 시수보다 대부분의 과학주제에서 크게 나타났다. 특히, 주제 '날씨'와 '땅'은 실질 시수가 현저하게 증가하고 있어서 개념적으로 서술된 교육과정을 현상적으로 접근하면서 수업시수를 줄이는 문제가 쉽지 않을 것을 예측케 한다.

• 교육시설
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• 제16권4호
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• pp.71-78
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• 2009

After the introduction of the 7th revision of curriculum, educational facilities have been requested to change to face new curriculums and have been planned. But, it is actual condition that researches of curriculum and facilities seem to be insufficient. This research will re-establish in an angle of space-syntax based on existed research for home-base area of variation type in high school according to the 7th curriculum. And the each specific character of home-base area representing each type and strong / weak points of area structure of each home-base will be analyzed. And analysis result with the model of variation type in high school visit the on-the-spot inspection result which leads and comparison and with his interview back it leads and currently there is the objective to the evaluation the variation type in high school home-base which is planned regarding the suitable in real use. Each case to the school I visited the scene, not all high schools applied the 7th curriculum courses. Therefore, it is also home-base space capabilities were not being properly utilize. According to 7th curriculum, one of Hall-type home-base and Room-type home-base can be suitable when integration is higher. However, the way the current operational training, it is the best that Distributed-type home-base needs to be included in each curriculum block.

• 한국지역사회생활과학회지
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• 제14권1호
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• pp.97-105
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• 2003

This study was to examine the contents of sexuality education in the 6th Home Economics 1 and in the 7th Technology.Home Economics 1 of Middle school curriculum by comparing those two text books. The result of the study was that: 1) the 7th TechnologyㆍHome Economics 1 has more sexuality education contents than in the 6th; 2) the 7th TechnologyㆍHome Economics 1 used much more vivid and realistic pictures to catch students' attention and bring educational effect; 3) the 7th Technology \ulcornerHome Economics 1 included more detailed information for the young students such as pregnancy, birth control, masturbation, artificial abortion, and prevention of sexual violence than the 6th; 4) although the 7th TechnologyㆍHome Economics 1 showed more developed contents for the sexuality education, it had still only theory based information that lost students' attention on this important issue.

• 수산해양교육연구
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• 제10권2호
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• pp.115-128
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• 1998

Fisheries and merchant marine high school education is the core for human resources of fisheries and merchant marine industries. In the past, fisheries and merchant marine high school education was terminal education producing skilled worker in water area. But fisheries and merchant marine high school education are rater desired on educational role of helping student go on to college and to have continuing education after graduate high school. In this regard, the central purpose of this study was direction of basic composition on the 7th revised curriculum for the fisheries and merchant marine high school. The specific objectives were follow contents, this study present importance for 7th revised curriculum, and comparative analysis by the change of direction of basic composition from 1st revised curriculum to 7th revised curriculum. Also, this study present direction of basic composition on the curriculum in accordance with a change and demand of industrial society. The objective on the 7th revised curriculum for fisheries and merchant high schools is to teach students basic knowledge and skills related to fisheries and merchant marine industries, and self-reliant attitude so that students can get to the successful career roles in the rapidly changing industrial society.