• 제목/요약/키워드: 7th National Curriculum

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

  • 장복명
    • 영어어문교육
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    • 제7권2호
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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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제7차 수학과 선택 중심 교육과정 운영 실태 분석 및 개선 방안 탐색 (An Analysis on the Implementation and the Methods of Development of the 7th Optional Mathematics Curriculum)

  • 이대현;최승현
    • 한국수학교육학회지시리즈A:수학교육
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    • 제45권2호
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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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수산계열 고등학교 교육과정의 변천과정 분석 - 제5차에서 제7차 교육과정을 중심으로 - (The Analysis of the Change Process of Fisheries Track's High School Curriculum: Focusing on the 5th-7th Revised National Curriculum)

  • 박창언;주동범
    • 수산해양교육연구
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    • 제22권1호
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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.

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

  • 이혜림;최현동
    • 대한지구과학교육학회지
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    • 제5권1호
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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.

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

  • 이하룡;이석희;김용권
    • 한국초등과학교육학회지:초등과학교육
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    • 제21권2호
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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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제 7차 수학과 교육과정에 따른 실용수학과 수학 I 확률 및 통계단원 분석 (A Study on Probability and Statistics Education in Practical Mathematics and Mathematics I Textbooks According to the 7th National Mathematics Curriculum in Korea)

  • 장대흥;이효정
    • 응용통계연구
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    • 제18권2호
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    • pp.453-469
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    • 2005
  • 우리나라 초${\cdot}$${\cdot}$고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초${\cdot}$${\cdot}$고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 실용수학 및 수학 I 확률 및 통계단원을 분석하였고 제 6차 수학과 교육과정과 비교, 검토하였다.

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

  • 김재춘;박소영
    • 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.

제 6차와 제 7차 초등학교 3, 4학년 과학 교과서의 내용과 삽화의 비교ㆍ분석 (The Comparative Analysis of the Content and illustration in the 6th and 7th National Curriculum 3rd and 4th Grade Primary Science Textbooks)

  • 백남권;서승조;조태호;김성규;박강은;이경화
    • 한국초등과학교육학회지:초등과학교육
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    • 제21권1호
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    • pp.61-70
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    • 2002
  • The purpose of this study was to examine whether or not they have been revised corresponding to the purpose of revision by making a comparative analysis of the content and illustration in the 6th and 7th primary science textbooks. The analysis of content was composed of knowledge, inquiry process and attitude. The analysis of illustrations was composed of the kinds of illustrations and the role of illustrations. The findings of this research were as follows: First, as a result of content analysis of the primary science textbooks in the 6th and the 7th national curriculum, the ratio of inquiry process showed the highest frequency, next knowledge and lastly scientific attitude. And the 7th textbooks are greatly emphasized knowledge and science attitude. Second, as a results of the illustration analysis are as follows: There are conspicuous differences in that the illustration number of the 7th science textbooks Is about twice the illustration number of the 6th science textbooks and next, they place more weights on pictures and comics hard to discovery in the 6th science textbooks. Therefore, they have tried to induce the interests of students and heighten their understanding by supplementing the role of illustration presented as picture-centered and increasing its number presented as picture. In the results, although they have improved the problems of the 6th national curriculum a lot through the innovation including the interest induction of pupils through comics, the development of its content presentation method, the gradual change of subject number and the cultivation of curriculum according to the level of enrichment and supplementing types, the 7th science textbooks have fallen short of 6.3%, not around 30% in terms of the reduction in the 7th national curriculum. Accordingly, the 7th science textbooks also can be pointed out to have the problems of too much amount of studying compared to the time per week like the 6th science textbooks.

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

  • 장대흥;이효정
    • 응용통계연구
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    • 제18권1호
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    • pp.229-249
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    • 2005
  • 우리나라 초ㆍ중ㆍ고등학교 확률 및 통계영역 교육은 1997년 교육 인적 자원부 고시로 제 7차 수학과 교육과정이 개정되어 현재 초ㆍ중ㆍ고등학교 현장에서 시행되고 있다. 교과서 전수 조사를 통하여 제 7차 수학과 교육과정에 따른 1-10 단계 확률 및 통계단원을 분석하여 확률 및 통계영역 교육의 현황을 파악하고, 제 6차 수학과 교육과정과 비교, 검토하였다.

제7차 교육과정 실행에 관한 교사의 인식 분석 (A Study on Teachers' Perception of the 7th Curriculum Implementation)

  • 원효헌;김귀순
    • 수산해양교육연구
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    • 제17권2호
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    • pp.260-269
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    • 2005
  • The purpose of this study was to analyze the teachers' perception of the 7th curriculum implementation. The subjects were 540 elementary school teachers. Investigation was conducted with questionaires which have 40 questions in 4 domains about the 7th curriculum. The results of the study were as follows: First, teachers' perception level of curriculum implementation was mechanical use(level 3). Second, in the comparison of level by implementing domains, the domains of the essential, ideology, educational objectives and evaluation were lower than the domains of educational contents, teaching methods and materials. Third, in the comparison of teachers' personal characterristics, there was no difference between male and female in all domains. But, by teaching career, experienced teachers were higher level in all domains. Also by length of in-service training with the 7th curriculum, when they have longer in-service training, they showed a higher level of curriculum implementation.