• Title, Summary, Keyword: 7th National Curriculum

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An Analytic Study on Syllabus Design for the 7th National Curriculum

  • Chang, Bok-Myung
    • English Language & Literature Teaching
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    • v.7 no.2
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    • pp.1-15
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    • 2002
  • The English education policy of Korea has focused on cultivating communicative competence in Korean students. Especially the 6th national curriculum adopted a notional-functional syllabus instead of a grammatical-structural syllabus. The syllabus design of the 7th curriculum is different from that of the 6th curriculum in that the 6th curriculum adopted just one syllabus design-the Notional-Functional syllabus, but the 7th curriculum includes various syllabus types. The present study has two purposes. The first purpose is to historically survey syllabus design development in Korea : grammatical-structural syllabus(the 1st-5th curriculum), notional-functional syllabus(the 6th curriculum) and a new syllabus model(the 7th curriculum). The second purpose is to analyze the syllabus design of the 7th national curriculum according to the following criteria : a) communicative functional categories, b) sample sentences. The data was collected by analyzing the 7th grade English textbooks adopted on the basis of the 7th national curriculum.

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An Analysis on the Implementation and the Methods of Development of the 7th Optional Mathematics Curriculum (제7차 수학과 선택 중심 교육과정 운영 실태 분석 및 개선 방안 탐색)

  • Lee Dae-Hyun;Choe Seung-Hyun
    • The Mathematical Education
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    • v.45 no.2
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    • pp.231-242
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    • 2006
  • National curriculum is very important for the future of nation. So, continuous efforts are needed to improve the national curriculum. This study examined the issues and the problems related with the 7th optional mathematics curriculum, and gave the message about th: methods of implementation. For this, we analyzed the result of the questionnaire survey which consisted in the question about the 7th optional mathematics curriculum. 264 high school mathematics teachers are participated in this survey. We found the result that the 7th optional mathematics curriculum has the problem in contents and management. So, this study gave not only the problem but also the various concrete methods for management of the 7th optional mathematics curriculum. We hope that mathematics education members research and argue about the optional mathematics curriculum for next curriculum.

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The Analysis of the Change Process of Fisheries Track's High School Curriculum: Focusing on the 5th-7th Revised National Curriculum (수산계열 고등학교 교육과정의 변천과정 분석 - 제5차에서 제7차 교육과정을 중심으로 -)

  • Park, Chang-Un;Ju, Dong-Beom
    • Journal of Fisheries and Marine Sciences Education
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    • v.22 no.1
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    • pp.25-37
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    • 2010
  • This study was attempted to analyze the change process of fisheries track's high school curriculum related with the 5th-7th revised national curriculum. To accomplish this goal, the nature and goals of fisheries track's high school were reviewed. First, it was found that the fisheries track's high school was classified into three groups; high school for special goal, characterization, and industry. And the goal of fisheries track's high school was designated to harmonize the general education and vocational education in high school goal. Second, the legal basis and system of national curriculum in fisheries track's high school were discussed. The legal basis of national curriculum in fisheries track's high school was prescribed to the 'Elementary and Secondary Education Act'. The system of national curriculum was composed the general guideline and subjects. Third, the change process of fisheries track's high school national curriculum was discussed. The system of decision, general guideline, and subjects in fisheries track's high school national curriculum were seemingly to be studied on the basis of the autonomy or diversity. In conclusion, the concrete content of fisheries track's high school national curriculum was not changed compared to the 5th-7th revised curriculum.

Comparative Analysis of STS Contents on Elementary School Science Textbooks in 6th, 7th and Revision 2007 National Curriculum (제6차, 제7차, 2007년 개정 교육과정 초등학교 과학 교과서의 STS 관련 내용 비교 분석)

  • Lee, Hye-Rim;Choi, Hyun-Dong
    • Journal of the Korean Society of Earth Science Education
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    • v.5 no.1
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    • pp.42-50
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    • 2012
  • The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

A Study on Probability and Statistics Education In 1-10 Grade Mathematics Textbooks in Korea (제 7차 수학과 교육과정에 따른 1-10 단계 확률 및 통계단원 분석)

  • Jang Dae-Heung;Lee Hyo-Jeong
    • The Korean Journal of Applied Statistics
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    • v.18 no.1
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    • pp.229-249
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    • 2005
  • In Korea, mathematics education of 1-10 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and Statistics has been carried out as a part of this curriculum. We analyze 1-10 grade mathematics textbooks and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

The Analysis of Comparison on the Material Area in the 6th and 7th National Curriculums초 3rd and 4th Grade Science Textbooks (제 6.7차 교육과정 초등학교 3.4학년 과학교과서 물질영역 비교 분석)

  • 이하룡;이석희;김용권
    • Journal of Korean Elementary Science Education
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    • v.21 no.2
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    • pp.187-200
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    • 2002
  • The purpose of this study is to examine how well students can acquire scientific knowledge from the process and activity presented in the textbook. This is achieved by analysing of comparison on the material area in the 6th and 7th national curriculums' 3rd and 4th grade science textbooks. The method of this study is to analyse the contents, teacher's instruction and illustrations of the textbooks in the material area in both 6th and 7th national curriculum's 3rd and 4th grade science textbooks. Following is the result of the study. First, compared to the 6th national curriculum's content. 7th national curriculum is composed by phenomenon and activity focused. This considers student's developmental stages and abilities of concentration so one topic in the textbook is divided into 16 small contents. Therefore the textbook content of the 7th curriculum seems to have desirable changes. Secondly, teacher's instruction in the textbook of the 7th curriculum has impartial distribution in part Ⅰ and part Ⅱ according to Homey's analysis. This shows that some problems of writing textbooks that were pointed in the 6th curriculum have been improved. Thirdly, the content of the textbook emphasizes inquiry process as the 6th curriculum did. The 7th curriculum, however, more deeply deals with expecting and inferring. Finally, the analysis of illustration shows that the proportion of motive induction is high. This is also desirable approach to give students more interests in studying science.

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A Study on Probability and Statistics Education in Practical Mathematics and Mathematics I Textbooks According to the 7th National Mathematics Curriculum in Korea (제 7차 수학과 교육과정에 따른 실용수학과 수학 I 확률 및 통계단원 분석)

  • Jang Dae-Heung;Lee Hyo-Jeong
    • The Korean Journal of Applied Statistics
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    • v.18 no.2
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    • pp.453-469
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    • 2005
  • In Korea, mathematics education of 11-12 grade students has been taken according to the 7th national mathematics curriculum, which was renovated by the Ministry of Education and Human Resources Development announcement in 1997. The education of probability and statistics has been carried out as a part of this curriculum. We analyze mathematics textbooks-Practical mathematics and Mathematics I- and compare the 7th national mathematics curriculum with the 6th national mathematics curriculum.

A Study on the Implementation of the Elective Curriculum in Academic High Schools (일반계 고등학교 선택중심 교육과정의 운영 실태 분석)

  • GIM, Chae-Chun;PARK, So-Young
    • Journal of Fisheries and Marine Sciences Education
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    • v.16 no.1
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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.

An Analysis of the History of Science Presented at the Chapter of Inquiry of Science in High School Science Textbooks: A Comparison of the Textbooks Developed Under 6th and 7th National Curriculam (고등학교 과학 교과서의 "과학의 탐구" 단원에 제시된 과학사 내용 분석: 6차와 7차 교육과정에서 개발된 교과서 비교)

  • Jeon, Kyung-Moon;Park, Hyun-Ju;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.24 no.5
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    • pp.825-832
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    • 2004
  • In this study, the history of science (HOS) presented at the chapter of "Inquiry of science" in high school science textbooks developed under the 6th and 7th national curriculam was analyzed and compared. A total of 57 sections from 19 textbooks (6th: 12 textbooks, 7th: 7 textbooks) were analyzed in terms of the domain and the presentation level of the HOS described. The results revealed that the frequencies of HOS per page of the textbooks under the 7th curriculum tended to be higher than those under the 6th one in all the domains (conceptual, procedural, and contextual), of which the difference in conceptual domain was statistically different. Regarding the describing level (limited and extensive) at the presentation of the HOS, the frequencies of extensive descriptions per page for the textbooks under the 7th curriculum were also significantly higher than those under the 6th one. The improvement of frequencies and presentation level of HOS in 7th national curriculum could help students to understand scientific concept and nature of science and to have an interest about science.

A Textbook Analysis on History Domain of Elementary Social Studies in the 2007 Revised Curriculum (2007 개정 교육과정 초등 사회과 역사 영역 교과서 분석)

  • Kim, Ji-Won;Won, Hyo-Heon
    • Journal of Fisheries and Marine Sciences Education
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    • v.24 no.6
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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.