• Title, Summary, Keyword: 제7차 교육과정

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The Comparison of the Amount of Chemistry Learning in the Elementary School Science Textbooks Developed under the 6th and 7th National Curricula (제6, 7차 교육과정에 의한 초등학교 과학 교과서에서 화학 학습량 비교)

  • 전경문;홍미영;이범홍
    • Journal of Korean Elementary Science Education
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    • v.22 no.1
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    • pp.29-36
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    • 2003
  • The purposes of this study are to analyze the elementary school science textbooks (chemistry part) developed under the 7th national curriculum and to compare with those under the 6th national curriculum. The lesson hour, the number of pages, contents at each grade, deleted or newly introduced contents were analyzed. Some features of the 'Separation of mixtures' chapter were also analyzed. Educational implications were discussed in the aspect of whether the intention of revised curriculum was reflected, especially whether the amount of teaming was decreased.

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A Statistical Analysis on the Contents on Probability and Statistics in 1-6 Grade Mathematics Textbooks in Korea (제 7차 1-6단계 수학과 교육과정 상의 확률과 통계영역 교과서에 대한 통계적 분석)

  • Jang, Dae-Heung
    • Communications of Mathematical Education
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    • v.21 no.3
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    • pp.361-384
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    • 2007
  • In Korea, mathematics education of 1-6 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 the contents of probability and statistics in 1-6 grade mathematics textbooks and propose the solutions about the problems on the contents of probability and statistics.

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러시아 7-9학년 수학 교육과정의 개별적 접근

  • Sin, Hyeon-Yong;Han, In-Gi
    • Communications of Mathematical Education
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    • v.9
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    • pp.203-217
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    • 1999
  • 제 7차 교육과정을 비롯하여, 많은 연구들에서 ‘수요자를 중심의 교육’, 즉 학습자의 개별적인 인지적 특성, 수학적 흥미, 재능을 고려하는 수학 교육을 위해 다양한 접근 방법이 모색되고 있다. 1980년대 말 이후부터 러시아에서도 이러한 연구들이 활발하게 진행되고 있다. 본 논문에서는 러시아의 중학교(7-9학년) 수학 교육에서 제시하는 다양한 유형(일반 학생들을 위한 제1유형, 제 2유형, 수학 심화 교육과정)의 교육과정들을 살펴보고, 이를 통해 러시아에서는 교육과정 수준에서 어떤 개별적 접근 방법을 시도하고 있는가를 분석하여, 수학교육의 개별적 접근을 위한 기초 연구를 제공할 것이다.

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A Study on the 7th National Curriculum Implementation at the Secondary School Level - Mathematics - (제 7차 수학과 교육과정 운영에 관한 실태 분석 연구 - 중등학교 단위학교 및 교사 수준을 중심으로 -)

  • Choe Seung-Hyun;Hwang Hye Jeang
    • School Mathematics
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    • v.7 no.2
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    • pp.193-219
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    • 2005
  • This study looked into the procedures of and the status on the implementation of the new mathematics curriculum at the secondary school level(7th through 10th grades). This study examined schools and the teachers were subjects for the actual implementation of the mathematics classroom. More specifically it examined the degree to which the particular innovation ideas of the 7th mathematics curriculum(i.e., reorganization , student-centeredness, diversification/specialization) were being carried out at every stage of the curriculum implementation. Nationwide survey for teachers including students were conducted along with classroom observation and teacher interviews. For an in-depth study into the process and the product of mathematics curriculum implementation, two provincial boards of education participated in the project as research partners. Detailed documentation on the classroom practices were made in order to provide schools and teachers including policy makers with relevant and practical suggestions for further improvement of mathematics curriculum implementation. It was found that mathematics teachers generally were reconstructing the contents giving the priority to the needs of the learners. The concept of learner-centered-ness was reflected in teaching objectives, contents, instructional methods and evaluation. In most schools observed, emphasis was given to the reorganization of the curriculum contents fitting to the concept of 'student-centered' curriculum. The efforts by teachers to diversity and/or specialize the curriculum contents with consideration of various educational conditions such as student readiness, student abilities, classroom equipment and facilities, school locations and environment were found.

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Analysis of the Contents of Clothing and Textiles Education of Practical Arts and Home Economics Education between before and after the Revision of the 7th Curriculum (2007 교육과정 개정 전과 후의 실과 및 가정과 의생활 교육내용 분석)

  • Park, Soon-Ja
    • Journal of Korean Home Economics Education Association
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    • v.19 no.3
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    • pp.37-60
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    • 2007
  • This study has been historically reviewed the clothing and textiles education through references. The clothing and textiles education had been informally offered as a part of household skill, skill of daily life and home skill before the law of school education was established. Therefore, we have reviewed the changes in the clothing and textiles education by separating the prior period between the end of the old Korea and the liberation in 1945, from the later period from the liberation up to now. And also contents of clothing and textiles education between before and after the revision of the 7th curriculum were compared and analyzed. The clothing and textiles education had put emphasis on sewing, handicraft and household during the prior period from the end of the old Korea to the liberation, but after liberation, it became involved in Home Economics Education. The number of classes and the contents of clothing and textiles education had been increased and deepened from the 1st term to the 5th term of curriculum. In particular, the 4th and 5th term of curriculum became a turning point where home life section was intensified. Even though the number of classes was reduced during the 6th term of curriculum, with increase in target school grades for this education, and Home Economics in the middle school remained an independent subject matter. However, during the 7th term of curriculum, Technology-Home Economics Education in the middle school courses led to losing independent subject name and shrinking its contents. Through the revision in the 7th curriculum, the clothing and textiles education achieved great improvement and progress by gaining balance in distribution of contents among school grades and balance between theory and practice. However it still remains as an issue to be more studied and resolved how well the contents are matched with the interests and attention of students. We need to consider and reflect request of students under learner-centered curriculum. Considering enormous changes in the environment surrounding the clothing and textiles education, it is crystal clear that the gap between existing contents of education and teaching methods and our real life will be widened. Because students' perceptions of value have been diversified, it is our task to develop better contents and learning system in order to help students have interests, attention and desire in clothing and textiles life in line with social needs for desirable clothing and textiles education.

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An Analysis on Contents Related to Problem Solving in the 7th Elementary Mathematics Curriculum and Instructional Materials (문제해결과 관련된 제7차 초등학교 수학과 교육과정 및 교과용 도서 분석)

  • Pang, Jeong-Suk;Kim, Sang-Hwa
    • School Mathematics
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    • v.8 no.3
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    • pp.341-364
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    • 2006
  • This paper analyzed contents related to problem solving in the 7th elementary mathematics curriculum in conjunction with main changes in the next curriculum under discussion. This paper then provided detailed analyses of textbooks and workbooks in terms of principal contents, problem solving strategies, content areas, and problem types in order to look closely at how such instructional materials would put the vision of the curriculum into action. It is expected that many issues and suggestions stemming from the analyses will serve basic information to develop next curriculum and its concomitant instructional materials in a way to fostering students' problem solving ability.

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Chemistry teachers' perceptions on aims, contents, and evaluations of the 7th Chemistry I Curriculum and realities of instruction in classrooms (제7차 화학 I 교육과정의 목표, 내용 및 평가에 대한 화학교사들의 인식 및 수업의 실제)

  • Kim, Hye-Young;Paik, Seoung-Hey
    • Journal of The Korean Association For Science Education
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    • v.29 no.6
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    • pp.653-665
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    • 2009
  • The purpose of this research is to estimate the chemistry teacher's perceptions of Chemistry I course based on the 7th national curriculum through actual class teaching situations and interviews and teaching guidance of an actual class through a lesson and an interview. For this research, four chemistry teachers who have had an experience teaching the chemistry I course were selected. As the results of the research show, chemistry teachers had the correct understanding of the purpose of the Chemistry I course, but they were teaching the concepts of Chemistry II . They thought the reason for the teaching was the national scholastic aptitude test. But according to analysis, the contents of the previous tests were hardly beyond the limit of Chemistry I course. For this research, the chemistry teachers looked for the purpose of Chemistry I course based on the 7th curriculum only at the superficial views, and the teacher's wrong understanding about the tests disturbed the revelation of the spirit of Chemistry I course of the 7th national curriculum.

An Effective Approach to Utilize Prior Studies Based on Using Teaching Tools (초등수학에서 교구의 활용에 대한 선행연구물의 활용 방안)

  • Kim Hae-Gyu;Park Seon-Hee
    • Communications of Mathematical Education
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    • v.20 no.2
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    • pp.179-205
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    • 2006
  • The 7th curriculum sets a basic direction based on learner centered teaching. To this end, the curriculum puts a focus on activity centered classes using teaching tools. In reality, however, elementary school teachers find using the teaching tools in their classes difficult, although there are various studies going on to improve the practical use of the teaching tools in the classroom. In this paper, we present an effective approach to utilize those prior studies on using the teaching tools in classes for 4th, 5th and 6th graders.

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Comparison of Verbs in the Contents of the National Curriculum for Elementary and Middle School Science: Focused on the 7th, 2007, and 2009 Revision (초·중학교 과학과 교육과정의 내용 진술에 사용된 서술어 비교: 제7차 교육과정 이후를 중심으로)

  • Jo, Kwang-Hee
    • Journal of Science Education
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    • v.39 no.2
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    • pp.239-254
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    • 2015
  • The aims of this research were to analyze and compare verbs in the contents of the 7th, 2007, and 2009 revised national curriculum for elementary and middle school science. After the investigation of 1383 verbs in description of achievement standards and inquiry, we found that 'to know'(15.0 %) in elementary school and 'to understand'(24.2 %) in middle school were the most frequently used ones, totally in these three curriculums. In the 7th national curriculum, frequently used verbs in elementary school were ones related with inquiry such as observation, investigation and so on though 'to understand' had the most common verbs. Secondly, 'to explain' ranked top among verbs in the 2007 revised national curriculum. It showed some possibility of influences of the discussion-oriented situation at that time. Finally, however, in 2009 revised national curriculum, 'to know' and 'to understand' occupied the first and second portion of the verb distribution. In addition, 'to understand' and 'to observe' were used evenly through three curriculums but the portions of 'to know' increased through curriculum revisions. Some implications and discussions were also added with suggestions for further researches.

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