7th Curriculum Research Articles

A Study on the Sigimsae Instruction Presented in Music Textbooks for Elementary Schools

본 고에서는 음악과 교육과정과 초등학교 3~6학년 음악 교과서에 제시된 시김새의 지도 내용과 방법을 고찰하여 문제점을 분석함으로써 초등학교에서 이루어지고 있는 시김새 지도 실태를 파악하고, 시김새 지도를 위한 개선방안을 제안하였다. 먼저 개정 시기별 음악과 교육과정을 살펴본 결과 초등학교는 제7차 교육과정부터 시김새 관련 내용이 제시되었고, 지도 방법은 2007년 개정 음악과 교육과정부터 제시됨을 알게 되었다. 다음은 교육과정 고찰을 바탕으로 초등학교 음악 교과서의 시김새 지도 내용과 방법을 살펴보았다. 시김새의 지도 내용 고찰을 통해 동일 시김새의 표기와 지도 위계가 교과서마다 다르고, 오선보와 가락선보의 표기가 일치하지 않으며, 소리 형상을 제대로 반영하지 못한 경우를 발견하였다. 이를 위해 일반적인 시김새 지도 체계를 제안하고 동일 시김새와 두 악보에서 시김새 표기를 일치하는 방안을 제시하였으며, 소리 형상에 따라 표기하는 방안과 다양한 활동의 활용도 제안하였다. 시김새의 지도 방법은 손과 가락선보를 활용한 방법이 있었으며 손의 모양이나 위치를 학습자가 쉽게 습득하고 실제 소리에 맞게 표현하는 방안을 제시하였다. 또한 악기, 앱, 컴퓨터 프로그램 등을 활용한 다양한 지도 방법을 제안하고 시김새 지도를 위한 학습 자료와 구체적인 학습 과정의 개발에 대한 개선방안도 제시하였다.This paper aims to examine teaching contents and methods for sigimsae (musical ornaments) presented in music textbooks for third to sixth grade under the national music curriculum, understand the current state of the sigimsae instruction in elementary schools through analysis of the issues found, and suggest a way of improvement for sigimsae instruction. As a result of reviewing the music curriculum of each revision period, it was found that in elementary schools the contents related to sigimsae were presented from the 7th Curriculum, and the teaching methods for sigimsae were from the 2007 Revised Music Curriculum. The examination of the teaching contents for sigimsae revealed that the same types of sigimsae were differently notated in each textbook, and the teaching hierarchy was discordantly constructed across the textbooks. It also found that staff notation and garakseonbo (melodic contour notation) were not matching, and the shapes of sounds were not properly reflected in the notation. Hence, the study suggested a general instructional system for sigimsae, a plan for identical sigimsae notation across the textbooks and a matching notation between scores, a plan for notation reflecting shapes of melodies, and utilization of various activities. As for teaching methods for sigimsae, there was a method of using hands and garakseonbo. The study suggested a teaching plan in which students can easily learn the shapes and locations of the hands, thus correspondingly expressing real sounds. In addition, it suggested various teaching methods using Korean music instruments, apps, and computer programs and a way of improvement for developing learning materials and specific procedure for the sigimsae instruction.

Content Analysis of Food and Nutrition unit in Middle School Textbooks of Home Economics - Focus on the National Curriculums from 1st to 2009 revised

제1차부터 2009개정 교육과정까지 교육과정의 변천에 따른 식생활 영역의 변화를 살펴보기 위하여 핵심 교육 내용, 내용 특성, 식생활 영역의 비중을 분석하였다. 텍스트 마이닝 기법을 이용한 워드 크라우드 분석을 통하여 가정교과서 40권에 기술된 식생활 영역의 내용으로부터 핵심단어를 추출하였고, 식생활 영역의 비중은 전체 가정교과서에서 식생활 영역에 해당하는 면수의 비율로 계산하였다. 전 교육과정에 걸쳐 가장 많이 등장하는 주요 핵심단어는 ‘식품’ · ‘음식’ ·‘식사’였다. 제1, 2차 교육과정에서는 식재료와 조미료, 식품에 함유된 ‘비타민’, ‘단백질’ 등의 영양소가 주요 핵심단어로 추출되었고, 제3차 교육과정부터 ‘영양’ ·‘섭취’ ·‘필요’ 제6차 교육과정에서 ‘분량’, 제7차 교육과정부터 ‘식단’･‘청소년’ 등이 핵심단어로 등장했다. 식생활 영역이 가정교과에서 차지하는 비중은 평균 24.3%였으며, 제6차(29.7%) 및 제7차(31.8%) 교육과정에서 가장 높았고 2009개정 교육과정에서는 15.2%로 크게 감소했다. 아울러 식생활 영역의 구성을 살펴보면 제2차와 3차 교육과정에서 10개를 상회하던 식생활영역의 중영역의 수가 2009개정 교육과정에서는 중영역이 없어지고 소영역 2개로 축소되었다. 1차부터 2009개정 교육과정까지 식생활영역의 교육내용은 점진적으로 구체화되고 시대적 요구와 변화를 반영하고 있었다. 다만 2009개정 교육과정에서 식생활 영역의 비중이 대폭 축소되면서 교과서에 관련내용에 대한 정보와 설명이 부족하여 식생활 교육에 대한 질적 저하가 우려된다.We analysed the textbooks of Home Economics in middle school from 1st to 2009 curriculums to investigate the contents and the portion of Food and Nutrition section. The key words were generated by word cloud technique using text-mining, and the portion of Food and Nutrition section was presented as a ratio of the pages. The core key words of Food and Nutrition section through the curriculums were ‘raw food’ · ‘food’ · ‘diet’. In 1st and 2nd curriculums, the main key words were related to food materials, condiments and nutrients such as ‘vitamin’･ ‘protein’. The words such as ‘nutrition’ · ‘eating’ · ‘requirement’ were newly appeared in 3rd, ‘portion’ in 6th, and ‘diet’ · ‘adolescence’ in 7th curriculum. The mean ratio of Food and Nutrition section in Home Economics was 24.3%. While the portion was as high as 31.8% in 7th it was strikingly reduced to 15.2% in 2009th. curriculum. Besides, Food and Nutrition section was composed of 10 units of middle level category during the 2nd and 3rd curriculums, and was reduced to 2 small units with none of middle level category in 2009th curriculum. Although the contents of Food and Nutrition section has been developed and adapted to the needs of the society through the curriculums, the portion of Food and Nutrition section in Home Economics has been reduced especially in 2009th curriculum, which could raise concerns on the health of individuals and communities.

작문 교육과정에서의 주요 용어 및 개념 연구 : 제4차 교육과정부터 2015 개정 교육과정까지 ‘문종 분류’ 및 ‘내용의 조직’을 중심으로

작문 교육과정에서의 주요 용어 및 개념 연구 : 제4차 교육과정부터 2015 개정 교육과정까지 ‘문종 분류’ 및 ‘내용의 조직’을 중심으로

A study on the aspect of Yun Dong-ju’s poem in textbooks -focused on Textbooks of the 1st~the 7th Curriculum-

A study on the aspect of Yun Dong-ju’s poem in textbooks -focused on Textbooks of the 1st~the 7th Curriculum-

A Critical Examination of the Dance Curriculum - The 7th Curriculum and the Revised 2015 Curriculum

A Critical Examination of the Dance Curriculum - The 7th Curriculum and the Revised 2015 Curriculum

Exploration on the Organization of High School Home Economics Selective Curriculum for the Fourth Industrial Revolution

This study explored the organization of high school Home Economics (HE) selective curriculum for the Fourth Industrial Revolution. We critically review the change process of HE curriculum as well as problems based on the understanding of the Fourth Industrial Revolution. The results were as follows. First, regarding the characteristic consistently shown in the revision process of high school curriculum, the huge increase of the number of subject organized resulted from the intensification of the selective-centered curriculum strengthening the choice for school and students. However, HE was reduced to some ‘Technology-Home Economics’ subject and a single subject ‘HE Science’ as a selective subject was subsequently combined with Technology after the 7th curriculum period. Consequently, HE hard to organize the career-focused curriculum, emphasized by the revised 2015 curriculum due to the insufficient number of subjects. Second, the choice of HE in high school curriculum should be expanded as measures to organize the HE curriculum of high school to cope with changes that result from the Fourth Industrial Revolution. For the operation of the career-focused curriculum, career selective subjects and specialized subjects should be more diversely established. In accordance with changes in a future society that results from the Fourth Industrial Revolution, the HE education community should be prepared in advance to be organized as a selective subject when revising a subsequent curriculum, by newly establishing subjects necessary to students through collective intelligence and deliberation with pedagogists and scholars for subject content as well as by producing/ getting approval from government-recognized textbooks.

The coursebook evaluation system in Korea and Characteristics of Chinese character coursebooks the 3rd and 4th Curriculum term -Focusing on Chinese character vocabularies and idioms in language life-

The coursebook evaluation system in Korea and Characteristics of Chinese character coursebooks the 3rd and 4th Curriculum term -Focusing on Chinese character vocabularies and idioms in language life-

Transition of Grammar Education and Core Competence in Korean Language - Focus on Contents of Curriculum and Research Tend -

This article is aimed to found the identity of grammar education through the analysis of national Korean curriculum. From syllabus period to the third curriculum, the beginning of the grammar education, this period was not rich in grammar educational contents, but it laid the foundation for grammatical contents. From the 4th curriculum to the 7th curriculum, grammar education has greatly improved. Grammatical education has been criticized because it is focused on knowledge education, but the results of various studies overcome the crisis, and the contents of grammar education have been refined more concretely. After the 2007 curriculum, grammar education contents have been expanded to `sentence, discourse/text, language` and balanced in terms of `knowledge, use and attitude`, but the contents have recently been reduced. Grammar knowledge and grammar inquiry learning are suitable for educating `self-reflection and self-development competence` and `data and information utilization competence` of core competencies. The grammar of discourse and the education of language`s use is related to `critical and creative thinking competence`, `communication competence`, `community interpersonal relationship competence`. `Culture enjoyment competence` and `community interpersonal relationship competence` can be improved with Korean language recognition and attitude, grammar based on real-life language, etc.

‘Exchange and Trade’-centered Content Composition Attempts and Narrative Limitations

The purpose of this research is to examine whether the revision of history education curriculum has brought actual changes in textbook narratives, and to evaluate its achievements and limitations centering on the contents of the opening a new sea route. Until the 7th curriculum, contents on ‘opening a new sea route’ have served the momentum for true means of Western modernization and establishment of world history. However, such interpretation is typically European-centered depiction, taking Europe as the principal agent. In the 2009 and 2011 revision curriculums, attempts to overcome this aspect have been made by reflecting the principle of ‘interconnectedness’. As a result, the narrative structures of depicting 15th century Europe as having exceptional development, and describing modernity as being created by Europe, have overall been weakened to some extent. Nevertheless, there still exist many confusions and limitations due to the failure in naturally converging the content elements of global trade network into the context.BR Great disorientation is caused in terms of writing once the curriculum demands a drastic modification in narrative contents of the textbook. Thus, instead of waiting for a declarative change in the curriculum, this study proposes an accumulation of concrete narrative experiences based on continuous discussions on world history description, instead of perceiving it as Oriental or Western history in fragmented forms.

World History Education - Discourse on Change and the Reality of the Textbook Accounts -

Since the curricular reform of 2007, debates on the introduction and application of the ‘New World History’ are being continued, or has been intensified. Some positively evaluate this as new attempt to overcome Eurocentrism, others criticize that the textbook accounts reflecting this attempt are too difficult for middle school level students. This article analyzed how and in what extent the theory and perspective of the ‘New World History’ were embodied into textbook accounts about the modern West. All senior high school world history textbooks published since the period of the 7th Curriculum were analyzed. In conclusion, in spite of partial positive outcomes, lack of consistency and coherence in explaining ‘regional exchanges’ and ‘cultural contacts’ brought about considerable difficulty for student’s understanding. In addition, the established narrative arch of the Western modern historical development still remains, revealing the limited effect of the new trial.

교육과정 변천에 따른 지구과학 영역의 과학적 소양 분석

본 연구는 우리나라의 과학과 교육과정 중 과학적 소양이 교육의 목표로 제시된 7차 교육과정부터 2015 개정 교육과정까지 '과학' 과목의 지구과학영역 내용 변화를 과학적 소양의 측면에서 알아보기 위해 실시되었다. 지구과학 영역을 천문, 지질, 기상, 해양 내용으로 구분하여 과학적 소양의 요소 중에서 STS적인 요소에 초점을 두고 내용을 분석하였다. 천문과 기상 내용 영역에서는 7차부터 2015 개정 교육과정까지 모든 시기에서 과학적 소양의 측면이 나타났으며, 지질 영역에서는 2007 개정 교육과정, 해양 영역에서는 7차 교육과정을 제외하고 모든 시기에서 과학적 소양의 측면이 나타났다. 천문 내용 영역에서는 과학과 기술의 유용성이 강조되었고, 지질과 기상 내용 영역에서는 일상생활에서의 과학의 이용이 강조되었다. 해양 내용영역에서는 자원부족과 환경오염 등 과학관련 사회적 이슈가 강조됨을 알 수 있었다. 이 연구는 우리나라 과학과 교육과정을 과학적 소양이라는 새로운 측면에서 살펴보려는 시도로 차후 지구과학의 다른 영역 및 물리, 화학, 생물 과목으로 확대하여 내용을 살펴볼 수 있을 것이며, 더 나아가 기존의 물리, 화학, 생물, 지구과학이라는 과목의 테두리에서 벗어나 통합된 학문의 관점에서 과학적 소양을 알아볼 것을 제안한다. This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

학습자 중심 교육의 관점에서 교사들의 수학교육의 문제점 인식과 수학 모델 교과서 개발

전통적인 교사 중심 교육으로는 학생 개개인의 다양성과 창의성을 발현할 수 없으며 변화하는 미래 사회에 대처할 수 없다는 위기의식이 일면서, 우리나라에서는 학습자를 교육의 주체로 보는 학습자 중심 교육이 강조되고 있다. 본 연구에서는 한국과학창의재단에서 추진한 '2015년 학생 중심 수학교과서 개선 교사연구회' 자료를 토대로 학습자 중심 교육의 관점에서 우리나라 교사들이 인식하는 수학교육의 문제점과 그들이 개발한 수학 모델 교과서의 특징을 분석하였다. APA(1997)의 '학습자 중심의 심리 원리' 틀을 사용하여 분석한 결과 교사들은 수학교육의 문제점으로 동기와 정서가 학습에 미치는 영향, 학습에서의 개인차, 발달이 학습에 미치는 영향, 학습 과정의 본질, 지식의 구성 원리 측면이 고려되지 않았음을 순서대로 많이 지적하였다. 교사들이 개발한 수학 모델 교과서는 학습 과정의 본질, 지식의 구성, 동기와 정서가 학습에 미치는 영향의 원리가 순서대로 가장 많이 반영되었다. 마지막으로 교사들의 문제점 인식과 그에 따른 모델 교과서 개발 결과를 비교한 결과, 교사들에게 인식된 문제점들은 대체로 교과서에 반영되었고, 인지와 메타인지 요인에서는 문제점보다 개선이 더 많이 이루어졌으나 동기와 정의적 요인에서는 개선이 문제점에 비해 미비한 편이었다. 이를 통해 수학 교과서 개선을 통해 실현 가능한 학습자 중심 교육의 방안을 살펴볼 수 있었다. As people get to aware that the traditional teacher-centered education can not develop individual students' diversity and creativity and cope with the rapidly changing future society, Korean government has emphasized the learner-centered education since the 7th curriculum. Under this background, we have analyzed the problems of mathematics education that teachers recognized and the features of mathematics textbooks that they developed within the framework of leaner-centered education on the basis of the resources developed from 'Student-centered mathematics textbook improvement teacher research group in 2015.' As a result of using the framework of 'Learner-centered psychological principles (APA, 1997)' for analysis, teachers pointed out the problems related to the principles of Motivational and emotional influences on learning, Individual differences in learning, Developmental influences on learning, Nature of the learning process, and Construction of knowledge, in order. The features of textbook teachers developed reflected the principles of Nature of the learning process, Construction of knowledge, and Motivational and emotional influences on learning, in order. Finally, as we have compared teachers' recognition of the problems with the features of the textbooks developed, most of the problems teachers recognized are reflected in the textbooks; however, the Cognitive and metacognitive factor takes higher possession on the textbooks compared with the problems being recognized, and the Motivational and affective factor takes lower possession on the textbooks compared with the problems being recognized. Accordingly, we have been able to search for the solution to realize the learner-centered education through math textbooks.

Means on German-history Shown in Korean History Textbook - Focusing on the Comparison of German-history Description in 「World History Textbooks」 between the 7th Curriculum and the 2009 Revised Curriculum -

Means on German-history Shown in Korean History Textbook - Focusing on the Comparison of German-history Description in 「World History Textbooks」 between the 7th Curriculum and the 2009 Revised Curriculum -

교육시설 측면에서 본 제7차 교육과정 도입실태에 관한 연구 - 중학교 시설을 중심으로 -

The 7th Educational Program was introduced and implemented with the goal of transitioning into student-centered education system. However, the new curriculum failed to settle properly due to lack of accurate understanding about the new curriculum system and implementation refusal of unilateral radical introduction. The 7th Educational Program maintained the philosophy and system and since been amended 5 times. The direction of revision of the curriculum improved the problems of application while gradually alleviating the existing policy. And the introduction of the curriculum was separated into categories, to allow for different acceptance decisions regarding each category. Accordingly, by accurately verifying the conditions after the 7th curriculum was introduced, the goal of this study is in comprehending the actual state and problems, through current possession of facility for each of the introduction categories and method of operation. The research analysis result of current possession of facility for each of the introduction categories and method of operation are as follows. First, with the exception of a few schools, the subject schools possess facilities of scale that makes the introduction of curriculum possible. Second, it was evident that the space for teachers to conduct research, work, and rest, were comparatively insufficient, when the student-centered curriculum was implemented. Third, partial implementation in which only a part of the curriculum is implemented and non-implementation in which the curriculum is rejected, were judged to be ambiguous in the level of curriculum implementation and had no major differences. The results above are expected to assist in seeking for appropriate development measures for our country's future curriculum and in setting the direction.

8th Grade Students’ Understanding Level and Misconceptions about Key Concepts of Citizenship (Sample of Kastamonu)

The purpose of this study is to find out eight grade (age 13-14) students understanding level and misconceptions about citizenship study concepts such as citizens, judiciary, law, legislature, election, constitution, independence, republic, democracy, government, governance, sovereignty, nation, national sovereignty, and national culture. Because of these concepts are in 7th grade curriculum concepts the study applied in 8th grade for assessing students understanding level and misconceptions about these key concepts which learned in advance. The sample is 150 eight grade students who are studying in a school which located in the centre of Kastomonu, in 2011-2012 educational term These students are studying in the same school but five different classes in the same level (eight grade). A semi-constructed survey which contains 15 open ended questions are used as a data collection. The survey is modified from Gülüm's (2010) study. The data’ from the study are analyzed by using descriptive survey model and interpreted by authors. The answers of 15 open ended question which created by researchers analyzed under four categories such as full understanding, some understanding, misconception and never understanding. The research constructed up on students ‘understanding level and differences’ between genres and classes. At the end of the research by analyzing the data we find out; Primary level eight grade students in Kastamonu have a low understanding and some misconceptions. There is no difference about understanding these concepts between genres and classes but in general all students have a low understanding and some misconceptions.

Japanese Textbook and Representation of ‘Japan’ －With Focus on the 4th Curriculum Textbook－

Japanese Textbook and Representation of ‘Japan’ －With Focus on the 4th Curriculum Textbook－

A Comparative Study of the Unit of Metabolism in Biology Ⅰ Textbooks according to the 7th Curriculum and Life Science I Textbooks according to the Revised 2009 Curriculum

A Comparative Study of the Unit of Metabolism in Biology Ⅰ Textbooks according to the 7th Curriculum and Life Science I Textbooks according to the Revised 2009 Curriculum

Analysis of the Descriptions of Oxidative Phosphorylation in the Biology Ⅱ Textbooks of the 7th Curriculum and Life Science Ⅱ Textbooks of the 2009 Revised Curriculum.

Analysis of the Descriptions of Oxidative Phosphorylation in the Biology Ⅱ Textbooks of the 7th Curriculum and Life Science Ⅱ Textbooks of the 2009 Revised Curriculum.

ÇOKLU ZEKÂ KURAMINA GÖRE TASARLANAN ÖĞRENME ORTAMINDA YAPILAN MATEMATİK ÖĞRETİMİNİN ETKİLİLİĞİNİN İNCELENMESİ

The aim of this study is to evaluate qualitatively the themes emerging from the application of activities designed according to The Theory of Multiple Intelligences. The activities were selected from the learning domains of 7th grade mathematics curriculum. This case study was conducted with two mathematics teachers from different schools and their 54 students and it lasted total 51 hours. Interview and observation methods were used in order to collect data as well as student journals. After a content analysis of the interviews, codes and themes were derived with regard to the purpose of the study. Observations and student journals were presented by directly quoting the parts related with the themes derived from the interviews. As a result of this study, the activities carried out in environments designed according to The Theory of Multiple Intelligences were found to be effective in the context of the theme of facilitating understanding and providing permanent learning. Since this kind of practices have the role of catalyzing in the the displacement process of learning environments based on alternative learning theories by traditional learning environments, the frequent implementation of similar practices in different subject fields and at different levels should be implemented for the widespread use of student centered approaches.

Proposals of Demanders-oriented Learning Method in Spanish Writing: For University Students Who Previously Received the 7th Curriculum

Proposals of Demanders-oriented Learning Method in Spanish Writing: For University Students Who Previously Received the 7th Curriculum