Major Curriculum Research Articles

예비기술교사의 기술교과 교육과정 개념 형성과 변화: C대학 강좌를 중심으로

Objectives This study aims to identify the process of pre-service technology teachers' understanding of the cur-riculum through the formation and change of pre-service technology teachers' conceptions of the technology curriculum. Methods A total of 94 pre-service technology teachers taking the ‘Technology Curriculum’ course were surveyed to collect their conceptions of the technology curriculum before and after the course. The number of pre-service technology teachers studied was 48 in 2022 and 46 in 2023. The collected concepts were analyzed for frequency, centrality, clustering groups, structural hole, and ego network analysis using semantic network analysis. Results Before taking the course, pre-service technology teachers recognized the concept of achieving ‘educational goals’ as the main concept. In addition, it was possible to apply curriculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to apply cur-riculum-related contents after the class, and changes in concepts occurred in curriculum-related specialized contents. In addition, it was possible to confirm that concepts were expanded and differentiated in terms of curric-ulum design and operation from the perspective of technical subjects teachers after the class. Conclusions Through this study, the concept of curriculum was materialized, and it can be used as a basis for fu-ture curriculum revision through changes to a cohesive conceptual structure and influence relationships with major curriculum variables.

대학생의 융합교육 실천 방법에 대한 인식 및 요구 분석: S대학 사례를 중심으로

Objectives The purpose of this study is to categorize convergence education practice methods into six types and analyze the perceptions and needs of undergraduate students at S University regarding these methods. Methods To achieve the research purpose, the researcher classified convergence education practice methods in-to six types through literature review. Based on them, the needs analysis was conducted through the ques-tionnaire targeting the undergraduate students at S University. For the analysis, the t-test, Borich need assess-ment model, and Hershkowitz's criticality function were used. Results Among the methods of implementing convergence education, the methods that S University under-graduate students recognize as most important were identified in the order of AI liberal arts curriculum expansion, teaching and learning innovation, and student-designed majors. Among these, regarding the operation of the stu-dent-designed major system, the current implementation level of S University was recognized as higher than the level of importance. As a result of calculating the Borich demand value, it was confirmed that the following order was innovation in teaching and learning, system for allowing major changes without division, and innovation in major curriculum content. By synthesizing the results of Hershkowitz's critical function analysis, the practice of convergence education through innovation in the teaching-learning area had the highest level of demand from S University undergraduate students. Conclusions Based on the results of this study, first, in order to practice convergence education in university set-tings, it is important to introduce educational content and curriculum that break down the boundaries between majors, but it is also necessary to discuss educational methods to put this into practice. Second, It was suggested that strengthening the capacity of instructors to practice convergence education is also important, and thirdly, that an administrative and financial support system suitable for each university's situation to practice convergence ed-ucation should be established.

Research on the Strategy of Integrating Excellent Traditional Chinese Culture into the Ideological and Political Education Curriculum of English Majors

With the proposed fundamental task of moral cultivation, ideological and political education in colleges and universities has ushered in a new opportunity for reform. To improve the effectiveness of ideological and political education under this background, colleges and universities have organically integrated professional teaching and ideological and political education, actively carried out curriculum ideological and political construction, and achieved certain results. The traditional Chinese culture contains rich national spirit and culture, and integrating it with curriculum ideological and political education can give full play to the advantages of implicit ideological and political education, help students establish cultural confidence, cultivate their patriotic feelings, and thus help them form a sense of national cultural pride, laying a solid foundation for their future development. In this regard, this paper briefly analyzes the strategy of integrating Chinese excellent traditional culture into the English major curriculum, hoping to provide some valuable reference for readers.

The Preparation of Future Statistically Oriented Physicians: A Single-Center Experience in Saudi Arabia.

Background and Objectives: Statistics are of paramount significance to physicians as they allow them to critically interpret the medical literature and to contribute to it. However, teaching statistics to medical students and physicians, as well as learning statistics, is nothing short of difficult and anxiety-inducing to a great extent. Materials and Methods: In this study, an example of a novel approach to teaching statistics to medical students is introduced at a single college of medicine in Saudi Arabia. In this retrospective report, a new approach that has been developed and delivered to students is described. Results: The approach, referred to as the personal experience pathway, is part of a major curriculum change to the MBBS program. The track presents statistics to students as a tool, rather than a subject, that students will need to interpret results, either present in the literature or those of the research projects they are conducting. The outcome of this process has been assessed through measuring students' scholarly output through student self-reporting and has been followed up over four student cohorts graduating between the years 2019 and 2022. The approach has successfully equipped students with a solid foundation of statistical understanding that has allowed them to publish in peer-reviewed journals. Such scholarly output has increased significantly over the last two years. Conclusions: The current study presents a framework through which the detailed curriculum plan could be applied to other medical schools, nationally and internationally, which will better prepare future statistically oriented physicians.

Research on the Talent Cultivation Model of Accounting Professionals in Higher Vocational Colleges under the OBE Concept

The OBE philosophy is to set the student's learning outcomes as the teaching goal, advocate the OBE philosophy, combine the needs of enterprises in hiring personnel, formulate training plans, establish curriculum systems, design and implement teaching processes, and determine graduation requirements. In order to promote the development of accounting and finance majors in vocational colleges and provide support and suggestions for the reform of vocational education as a whole, we study and explore how to expand the reform ideas of accounting and finance major curriculum systems in vocational colleges under the guidance of the OBE philosophy, and how to carry out the talent cultivation model of accounting and finance majors in vocational colleges.

A comparison of approaches to teaching clinical skills

Background: The most appropriate timing and mode for teaching clinical skills as preparation for medical students’ clinical rotations or clerkships is not widely agreed upon. Increasing pressure on placement opportunities has led to a shift towards simulation-based teaching in the early years of medical training. Approach: A major curriculum renewal provided an opportunity for comparison of the effectiveness of a largely ward-based (early patient exposure) curriculum with a largely simulation-based one in preparing students for clinical rotations. Evaluation: We surveyed students from two different programs and invited them to take part in voluntary objective structured clinical examinations (OSCEs) to compare their skills and self-reported preparedness. Qualitative data was also collected from focus groups with a small number of students. Implications: The findings suggest that the more structured, simulation-based curriculum is at least equivalent to the ward-based approach in teaching clinical skills and preparing students for clinical rotations. Students’ clinical reasoning skills could be enhanced in a simulation-based curriculum through more explicit training to prepare them for being asked questions on clinical placement.

Responsiveness of the Curriculum to the Career Path of Art Design Majors in Vocational Schools

The curriculum of art and design majors in vocational colleges has an extremely important impact on career development paths, and it is the key to planning and organizing teaching activities in all vocational colleges. Firstly, the rationality of the curriculum helps to clarify the course objectives of each professional course, organize knowledge in a reasonable order and hierarchy to ensure that students can establish a solid foundation in the learning process, and then gradually delve into more complex knowledge fields. Secondly, the timeliness of curriculum design helps to encourage professional teachers to continuously reflect and improve their teaching methods and content, align the curriculum with social and professional needs, and provide students with knowledge and abilities that are consistent with the actual work environment, so that they can achieve success in the job market. The foresight of the final curriculum design helps to stimulate teachers' innovative thinking and teaching enthusiasm, help students understand the development trends of future society, cultivate students' innovative thinking and problem-solving abilities, and better adapt to future challenges.

Leading program curriculum reform: reflections on challenges and successes

ABSTRACT Major curriculum review and redesign at the higher education level demand transformative academic leadership and significant time commitment. However, the traditional university culture characterised by change aversion, complex bureaucratic processes, and a research dominated academic workload allocation and promotion system poses significant obstacles to teaching quality enhancement. This article presents the critical reflections of a Program Director (academic middle leader) at an Australian university on the challenges and successes experienced while leading a major accounting curriculum reform project. Conducted between October 2019 and May 2021, this project encountered constant disruptions due to the Global Covid-19 pandemic, organisational restructuring, the new external professional accreditaiton requirements. Academic middle leader’s insights on the positive impacts and obstacles of major curriculum reform at the whole of a program level within a constantly evolving institutional environment provide valuable perspectives for both business education practice and policy reforms. The reflection has policy implications for university management to reassess strategic priorities with more balanced support for teaching and research in practice.

Exploring the Ideological and Political Elements in the Curriculum of Teachers’ Major from the Fujian Province of Spiritual Pedigree

It is of great significance to explore the ideological and political elements in the curriculum of a normal major from the spiritual pedigree to study the implementation path of the curriculum ideological and political. Taking Fuzhou School as an example, based on sorting out the Fujian province of spiritual pedigree, this paper analyzes the necessity and feasibility of integrating spiritual pedigree into the ideological and political practice of normal major curriculum, putting forward the inheritance path of integrating spiritual pedigree into the ideological and political practice of normal major curriculum.

전국 교육대학교 실과교육과정 비교 분석

This study aimed to identify an optimal direction for curriculum development by comparatively analyzing the practical arts curriculum at universities of education nationwide. To this end, the study analyzed the curriculum for the class of 2024 at 10 universities, categorizing the curriculum into liberal arts and major courses, with subjects offered and corresponding credits (hours) analyzed. The study found significant differences in practical arts-related subjects offered across the universities. There were almost no required courses offered in general education, no elective subjects in the subject education and practice areas of the major curriculum, and no required subjects in the creative experiential activities. However, in the advanced course area, both required and elective subjects were offered for each practical arts education academic area, with home economics science being the most open. These results suggest a need to increase subject offerings in areas with insufficient or no availability and to ensure their incorporation into future practical arts education courses. For the practical arts curriculum of universities of education, the direction and content of curriculum innovation should reflect changes in the future educational environment. Moreover, efforts should be made to develop a platform to share and utilize information related to the practical arts curriculum.

Exploration of the Blended Learning Model in English Major Education at Private Applied Universities

The integration of the blended learning model in the curriculum of English majors at private applied universities is a strategic response to the evolving demands of higher education. This study explores the potential of blended learning to augment learning outcomes and the overall educational experience. By combining traditional classroom instruction with online learning tools, the model seeks to offer a more flexible and resource-rich environment that can foster student engagement and initiative, thereby promoting a well-rounded development of English language skills and cultural competencies. The research delves into the practical implementation of the blended learning model, examining how it can be tailored to meet the specific needs of English majors. It discusses the integration of technology into the curriculum, the importance of faculty training, and the creation of an interactive and personalized learning experience. The study also emphasizes the need for continuous assessment and feedback mechanisms to ensure the model’s effectiveness. Furthermore, the research highlights the importance of cultivating English talents with practical capabilities, innovative abilities, and an international perspective. It underscores the role of blended learning in preparing students for the global job market by providing them with the necessary language proficiency and cultural understanding.

Rethinking student teachers' professional learning in Wales: Promoting reflection‐in‐action

AbstractNearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.

A Comparative Study on General Education Courses for Physical Education Majors in Chinese Universities

In order to further promote the high-quality development of general education courses in physical education majors in Chinese universities, this article adopts methods such as questionnaire survey, literature review, and logical analysis to compare the current situation of general education courses in mainland and Hong Kong universities. The research results indicate that the goals and requirements of Hong Kong's general education curriculum emphasize the breadth and connection of knowledge, adopt diverse interdisciplinary approaches, and encourage students to explore and express themselves, while the mainland focuses more on the infiltration of cultural qualities in professional education and the supplementation and correction of knowledge. The general education curriculum for physical education majors in mainland universities tends to be more focused on the field of sports science, while Hong Kong universities focus on learning broad knowledge and offer more courses for non-physical education majors. Hong Kong universities have their own characteristics in the mode of general education curriculum.

Whose work matters? A tool for identifying and developing more inclusive physics textbooks

The lack of representational diversity and role models in physics, including in our textbooks and curricular materials, is an oft-cited contributing factor to the continuing dramatic under-representation of women and people of color in physics. In this work, we develop an automated, Python-based tool for identifying the names and demographics of scientists who are mentioned in indices and chapters of physics textbooks, enabling authors, publishers, and users of physics textbooks to rapidly analyze the demographics of these texts. We quantitatively validate the automated tool using standard machine learning metrics, attaining high accuracy, precision, recall, and F1 scores. The tool is then used to demonstrate two of the many potential applications: examining whose work is mentioned in the entire collection of textbooks used in a representative four-year undergraduate physics major curriculum as well as an analysis of the demographics of scientists mentioned in a selection of ten introductory physics textbooks. Both of the sample analyses result in a similar portrait, showing that the undergraduate physics textbooks examined in this work focus overwhelmingly on work attributed to White men of European, British, and North American descent. This work points to an urgent need for the physics education community, including textbook publishers, authors, and adopters, to work together to broaden our portrayals of physics to reflect the vast diversity of scientists, both historically and contemporaneously, who are working in this field.

基于职业核心素养的技师学院机电一体化专业课程改革策略研究

With the reform and development of modern vocational education, vocational core quality has become the key element of the training of skilled and applied talents, which not only directly affects the employment development of students, but also is closely related to the education level of vocational colleges. Therefore, in the teaching of mechatronics in technician college, teachers should carry out curriculum optimization and teaching reform around the professional core quality, so as to focus on cultivating students’ comprehensive quality such as vocational skills, knowledge base, professional ethics and innovative spirit, so as to lay a solid foundation for students’ sustainable development. In this context, this paper carries out research, through analyzing the characteristics of mechatronics major development in technician school under the guidance of vocational core accomplishment, and then puts forward the strategy of mechatronics major curriculum reform in technician college based on vocational core accomplishment.

사회복지학과 전공역량 진단도구 개발 및 타당화에 대한 탐색적 연구: U대학 사례를 중심으로

The purpose of this study is to define the concept of major competencies in the Department of Social Welfare and to develop and validate a major competency measurement model. Literature analysis, department consumer satisfaction survey, major curriculum committee, and FGI were conducted to define the four competencies and the concept of the lower eight competencies. A Delphi survey (1st) was conducted on social welfare professors and field experts to validate major and sub competencies. Based on the four major competencies and the eight sub competencies of the social welfare department, a new preliminary question was developed, and a preliminary content validity test was conducted through the Delphi survey (2nd) targeting the expert panel group. In the second Delphi survey, two questions with low content validity were deleted, and a preliminary test was conducted for college students in the Department of Social Welfare to analyze the reliability and validity of the diagnostic tool. The items with the highest factor loading value were selected in order to reduce them to the final 66 questions, and a diagnostic tool to measure major competency was completed. This makes it possible to diagnose and analyze the level of major competency of students in the Department of Social Welfare. In addition, the results of this study are expected to be usefully used by the Department of Social Welfare to manage the quality of major education, such as improving the curriculum based on quantitative data.

Research on the Teaching Pathways of English Major Curriculum Ideological and Political Education from the Perspective of “Cultural Confidence”

With the rapid development of global information technology and the continuous deepening of the new educational philosophy of College English majors, College English teaching is no longer limited to helping students lay a solid foundation in English language, but also to cultivate students’ cross-cultural awareness, cultural identity, and national pride. College teachers should fully integrate China’s excellent traditional culture, integrate “curriculum ideological and political education” into practical teaching to enhance students’ cultural confidence, and promote China’s excellent traditional cultural ideas[1]. “Integrated English” as a core professional course shoulders the dual mission of language learning and cultural exchange. The long-standing Chinese culture provides a rich source for the ideological and political courses of College English majors. This article, from the perspective of cultural confidence, combines the current situation of English major teaching in university education, analyzes the significance of developing ideological and political courses for College English majors from the perspective of cultural confidence, and explores effective ways to implement ideological and political education for College English majors from the perspective of cultural confidence. The author takes the course Contemporary College English Intensive Reading 1 as an example, explores the ideological and political elements in the textbook from the perspective of cultural confidence, designs a teaching outline that combines teaching objectives and ideological and political objectives, and explores the practical path of implementing the function of ideological and political education in College English teaching.

Medical teachers’ identity learning during major curriculum renewal: A landscapes of practice perspective

Purpose To explore how medical teachers navigate their professional identities when required to implement critical pedagogy during an undergraduate curriculum renewal initiative. Methods A qualitative exploratory study was conducted, using focus groups and individual interviews with twenty-six purposively selected undergraduate medical teachers at a South African university. Data were transcribed, coded, and thematically analysed. Concepts of Landscapes of Practice Theory and Teacher Identity Learning provided an interpretive framework. Results Findings show that medical teachers’ perceived capacity to implement critical pedagogy was influenced by identities that were constructed within the boundaries of a traditional biomedical curriculum. Three themes were identified, highlighting the inherent liminality of traversing a changing educational landscape: engaging in new practices: moving into the boundary space; attempting alignment: navigating identity in the boundary space; imagining the future: embracing identity in the boundary space. Conclusion Globally directed curriculum renewal imperatives may challenge the established pedagogical practices and professional identities of medical teachers. There is a need for institutional spaces that foster collaboration, dialogue, and reflection with a view to supporting the ongoing identity learning and development of knowledgeability of medical teachers responsible for curriculum transformation.

Reforming the Curriculum System for Applied Undergraduate English Majors: Bridging Theory and Practice

Since the implementation of the reform and opening-up policy, Chinese universities have seen a significant growth in the study of foreign languages, with a focus on English majors. Nonetheless, ongoing difficulties compromise this educational system's efficacy. It is often acknowledged by experts that, despite substantial expenditure, English majors struggle to satisfy societal demands because of curricular structures that are out of date and were inherited from earlier times. To address these issues, this paper suggests extensive changes to the applied undergraduate English major curriculum. The suggested changes, which stress the development of practical skills in line with the demands of the modern labor market, seek to close the gap between theory and practice by drawing on theoretical frameworks and real-world experiences. The theoretical structure for curriculum design includes refining traditional language proficiency courses, incorporating a variety of professional modules, creating career-focused vocational courses, enhancing comprehensive practical training. By aligning curriculum content with evolving industry demands and fostering a holistic approach to talent cultivation, these reforms strive to equip English majors with the necessary skills and competencies to succeed in today's dynamic global landscape.

Components of an Updated Disaster Medicine Curriculum Included in Emergency Medicine Residency and Emergency Medical Services Fellowship in the United States.

Disaster medicine (DM) is a unique field that has undergone significant development as disaster events become increasingly complicated to respond to. However, DM is not recognized by the American Board of Medical Specialties (ABMS) or Accreditation Committee of Graduate Medical Education (ACGME), and therefore lacks board certification. Furthermore, prior studies have shown that there is unique body of DM knowledge not being addressed in emergency medicine (EM) residency or Emergency Medical Services (EMS) fellowship, resulting in fundamental DM topics not being covered amongst graduate medical education (GME) programs most prepared to produce DM physicians. A recently published DM core curriculum addresses this knowledge gap and seeks to promote standardization of DM training. The objective of this study is to analyze EM residency and EMS fellowship curricula for the inclusion of DM major curriculum topics and subtopics, using the most recently published DM core curriculum as a control. Both EM residency and EMS fellowship curricula were analyzed for inclusion of DM curriculum topics and subtopics, using the DM curriculum recommendations published by Wexler, et al as a control. A major curriculum topic was deemed covered if at least one related subtopic was described in the curricula. The included and excluded DM topics and subtopics were analyzed using descriptive statistics. While all the DM major curriculum topics were covered by either EM residency or EMS fellowship, EMS fellowship covered more major curriculum topics (14/15; 93%) than EM residency (12/15; 80%) and EMS fellowship covered more DM curriculum subtopics (58/153; 38%) than EM residency (24/153; 16%). Combined, EM residency and EMS fellowship covered 65 out of 153 (42%) of the DM curriculum subtopics. Although this study finds that all the DM major curriculum topics will be covered in EM residency followed by EMS fellowship, over one-half of the subtopics are not covered by either program (16% and 38%, respectively) or both programs combined (42%). Increasingly relevant subtopics, such as climate change, droughts, and flooding, are amongst those not covered by either curriculum. Even amongst the DM topics included in GME curricula, an emphasis on themes such as mass treatment, preparedness, and mitigation is likely under-represented. Accreditation from ACGME for DM fellowship would further promote uniform implementation of the updated core curriculum and ensure optimal training of disaster-ready physicians.