• Title/Summary/Keyword: 제7차 교육과정

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The Suitability Analysis of Selecting 'Information Society and Computer' Education Contents in the 7th Curriculum (제7차 교육과정의 '정보사회와 컴퓨터' 교육 내용 선정의 적합성 분석 - 부산광역시와 경상남도를 중심으로 -)

  • Kim, Sun-Hui;Kim, Han-Gyeong
    • The Journal of Korean Association of Computer Education
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    • v.9 no.1
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    • pp.1-9
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    • 2006
  • Identification on the educational problems of current computer science curriculum is important in order to make the computer coursework to be systematic as to other courses, since the necessity of computer course is increased in high school education. This paper analyzes the characteristics and problems on the 'Information society and computer' course suggested by the 7th curriculum, and find out the theoretical backgrounds on the choice-oriented education in high schools. In addition, it is surveyed on the necessity of the course, the formalism of course operation, the difficulties of educational materials used in classroom, and the difference between teachers and students on the education services by the questionnaire investigation.

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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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A Study on the Development of Learning Materials for Clothing Behavior (의생활 영역 학습자료 개발에 관한 연구(제7차 교육과정 중학교 2학년 기술ㆍ가정을 중심으로))

  • 전은주;이희현
    • Journal of the Korea Fashion and Costume Design Association
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    • v.4 no.3
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    • pp.65-73
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    • 2002
  • The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

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The Content Analysis of the Energy and Transportation Technology Domain about Technology.Home Economics textbook of the 7th National Curriculum (제 7차 교육과정 기술.가정 교과서의 '에너지와 수송기술' 단원 내용 분석)

  • Yi, Sang-Bong;Yan, Jin-Suk
    • 대한공업교육학회지
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    • v.37 no.1
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    • pp.43-64
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    • 2012
  • The purpose of this study was to analyze the Energy and Transportation Technology Domain about Technology Home Economics textbook Contents of the 7th National Curriculum. 'Jackson's Mill Industrial Arts Curriculum Theory' was used for the content analysis criteria. The results of the study are as follows: First, the sub-systems 'input' and 'process' in contents of the textbooks was represented frequently. However, the 'output', the main contents in transportation technology, was not represented. Second, components of the knowledge, materials, energy and Capital are included in Inputs system. The highest frequency and intensity of the energy and materials were showed. Third, the frequency of the Productive Processes that showed the most. The highest frequency and intensity of Transporting/Moving in Productive Processes were showed. The rest of systems that require the ratio of the intensity values do not meet.

Content Analysis of Illustrations in the Middle School Home Economics Textbooks of the 7th Curriculum by Units from the Gender Equity Perspective (양성평등적 관점에 기초한 제 7차 교육과정 중학교 가정 교과서 삽화의 단원별 계량적 내용분석)

  • Kim Mee Jeong;Yoo Tae Myung
    • Journal of Korean Home Economics Education Association
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    • v.16 no.4
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    • pp.27-41
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    • 2004
  • The purpose of this study was to provide a primary data for the revision of Home Economics Curriculum from the quantitative content analysis of illustrations in current Home Economics textbooks from the gender equity perspective. This study analyzed 342 illustrations and 1.368 individuals in 15 volumes of Home Economics textbooks of the 7th curriculum by units. The major findings of this study show that current Home Economics textbooks improved compared to the textbooks of previous the 4th, 5th. and 6th curriculum periods in terms of sex proportion and sex compositions of individuals appeared in illustrations. However, sex roles. color of clothing and dressing styles. and background and description of individuals appeared in illustrations tends to not described as gender equitable. This study recommends that there is a need for Department of Education to provide a specific manual and authorization standards for writing textbooks and constructing illustrations.

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A Study on Comparison of 6th Curriculum and 7th Curriculum of Home Economics Textbooks in the Middle School (제 6차와 7차 교육과정에 따른 중학교 가정 교과서 비교 연구)

  • Yoon In Kyung
    • Journal of Korean Home Economics Education Association
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    • v.16 no.4
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    • pp.1-8
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    • 2004
  • The purpose of this study was to investigate as to how much of changes has occurred in the newly revised Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. and to seek future policy direction which can be improved even better. if any. for further revision. To implement this proposal, this study employed 8 different textbooks published among 12 textbooks developed for the 7th Curriculum for data base. The results of this study were as follows: It was covered such areas of change and develope in the composition of category and system in the Home Economics Textbooks required by the 7th Curriculum as compared to those by the former 6th Curriculum. The whole system of textbook was composed of cover page, the inside of a book cover. the title page, introduction. table of contents. appendices. It was same in the total pages with the exception of table of contents. appendices. the inside of a book cover and it was much alike in contents of introduction. In the aspect of the unit system of the textbooks. their whole flows were similar to each other. but the writers' intention and the stress on the focal points had appeared well in topic introduction and texts for the units of the textbooks. In addition. it can be said desirable that much more middle school teachers took a participation in the development of textbooks as textbook writers than before. In the organizational aspect of the sub-area organization of textbooks in the 7th Curriculum, it was not dispersed in grade 1, 2, and 3, but was centralized in a certain grade to increase its efficiency. The number of activity and experiment & practice that students could try to do actually were drastically increased compared to the 6th Curriculum. but it showed a wide difference between textbooks.

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Analysis of STS Contents in Chemistry Chapters of Middle School Science Textbooks and Chemistry Teachers’ Perception Investigation of STS Education (제7차 교육과정에 의한 중학교 과학 교과서 화학 단원의 STS 교육 내용 분석과 화학 교사들의 STS 교육에 대한 인식 조사)

  • Park, Guk-Tae;Lee, Yu-Ra;Kim, Eun-Suk
    • Journal of the Korean Chemical Society
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    • v.50 no.2
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    • pp.153-162
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    • 2006
  • The purpose of this study was to analyze the STS (science-technology-society) contents in chemistry chapters of middle school science textbooks standardized by 7th national curriculum, and to investigate chemistry teachers' perception of STS education. This study was based on 8 essential elements in STS education suggested by Yager and 9 activities in SATIS (science and technology in society). The questionnaire and interview were used to investigate chemistry teachers' perception. As a result of this study, the average value of the STS contents in chemistry chapters of 7 kinds of middle school science textbooks was 22.4%, and the STS contents were preponderated to essential elements of science application and local and community relevance. And STS contents showed that science 2 textbooks were the most of all and in order of science 1 textbooks and science 3 textbooks. As a result of analysis by activities in SATIS, most activities were practice activity, problem-solving and decision making, and structured discussion. Chemistry teachers' perceptions of STS education were following. There were many responses that STS education was necessary for educational efficiency. On the other hand STS education was unnecessary because there were few effective teaching-learning method related with STS education. From these results, middle school science textbooks have to be complemented because 2 essential elements of the STS contents were preponderated in the science textbooks. And the teaching-learning method connected with STS education will have to be developed for the efficiency of STS education.

An Analysis of Science Learning Concepts in the 7th Grade Science Textbooks of the 7th Curriculum - on Energy and Earth Field - (제 7차 교육과정의 7학년 과학 교과서에 제시된 과학개념 분석 - 에너지와 지구 영역 중심으로 -)

  • Park, Sang-Tae;Shin, Young-Suk;Lee, Hee-Bok;Yuk, Keun-Chul;Kim, Hee-Soo;Kim, Yeo-Sang
    • Journal of The Korean Association For Science Education
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    • v.22 no.2
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    • pp.276-285
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    • 2002
  • In this study the concepts for science learning of physics and earth science presented in the seventh grade science textbooks for the seventh national curriculum of Korea approved by the ministry of education were analyzed in terms of the concrete and formal concept level. The parts of textbook analyzed for science learning consist of three sections in physics such as light, force, and waves, and three sections in earth science such as the structure of the earth, the substance of crust, and the movement and composition of the ocean. The analyzed results showed that the number of scientific concepts were differed from 54 to 74 in physics and from 86 to 120 in earth science depending upon publishers. In general, the concepts for science learning in the physics were found to be more in the formal level than the concrete level. However, the concepts for science learning in earth science were found to be more in the concrete level than the formal level. The analyzed results suggest that the concepts of science learning should be considered the learner's cognitive level and the sections should be disposed depending on the degree of difficulty for writing the science textbook. Therefore, it seems to be important to review carefully whether the textbook meets the object of the seventh curriculum of Korea during the process of the investigation for the science textbook.

초등학교 교과서 내 영양교육 내용 분석 및 재량활동을 통한 영양교육안 개발

  • 이경혜;허은실
    • Proceedings of the KSCN Conference
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    • pp.432.1-432
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    • 2004
  • 초등학교 시기가 올바른 식습관 형성에 중요한 시기임에도 불구하고 체계적인 영양교육을 실시하지 못하는 현실에서 2006년부터 시행되는 영양교사화에 큰 관심이 집중되고 있다. 그러나 현장에서 적극적인 영양교육을 행하기 위해서는 수업확보도 중요한 문제이지만 적절한 교재 및 매체의 개발이 필요하다. 초등학교에 제7차 교육과정이 도입되면서 가장 두드러진 특징 중 하나가 재량활동의 신설 및 확대일 것이다. 그러나 아직 학생들과 학부모의 호응을 얻을 수 있는 다양한 활동으로 구성, 운영되지 못하고 있고, 교재 또한 개발되어 있지 않아 일관된 교육을 제공하기 어려운 실정이다.(중략)

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