Middle School Textbooks Research Articles

몽골인민공화국 역사교과서 연구 - 중학교 역사 교과서를 중심으로 -

몽골에서는 역사교육이 오랜 전통을 가지고 있는데 16세기에 티벳 불교가 전해지면서 불교사적 시각에서 역사서술이 이루어지고 티벳 불교 승려들에 의한 역사 교육이 이루어졌다. 그러다가 독립과 인민혁명을 거치면서 민족사적 시각에서 역사를 교육했지만 1930년대 이래로 민주혁명이 이루어지기까지 오랜 기간 동안 마르크스-레닌주의에 입각한 사회주의 이념에 따라 역사를 교육하였다. 그러나 민주혁명 이후로는 역사교육의 목표를 몽골의 역사와 애국심을 함양하기 위한 몽골사를 기반으로 하면서 칭키스 칸에 대한 시각도 크게 달라졌다. 현재 몽골에서는 교육시간의 측면에서 지리나 사회 과목보다는 역사 과목을 중시하하면서 교육의 목표와 역사 교육에서 요구하는 실력, 역사 교육이 추구하는 지식과 능력 및 태도, 역사 교과의 교육 방법이나 환경 및 평가 방법 등에 대해서 상세히 규정하고 있다. 역사 교육의 구체적인 내용은, 초등학교 5학년에서 고대부터 현대까지 통사적으로 간략하게 몽골의 역사를 학습하고 중학교에서는 몽골사와 세계사를 체계적으로 학습하고, 고등학교에서는 역사과목이 선택과목으로 분류되고 중학교 과정에서 학습한 내용을 반복해서 복습함으로서 비효율적인 측면도 있지만 교육 목적에 맞는 인재를 양성할 수 있다는 장점도 있다.

「평화시대를 여는 통일 시민 교과서」의 분석과 시민 교육에서의 함의

「평화시대를 여는 통일 시민 교과서」의 분석과 시민 교육에서의 함의

2015 개정 교육과정에 따른 중학교 영어 교과서의 문화 내용 분석

2015 개정 교육과정에 따른 중학교 영어 교과서의 문화 내용 분석

Os Registros Semióticos em equações do primeiro grau: uma análise sobre livros didáticos do Ensino Fundamental

A abordagem do conceito de equações do primeiro grau com uma incógnita em livros didáticos, do Ensino Fundamental, viabiliza o acesso e a aprendizagem do objeto matemático com base nas perspectivas da Teoria de Registros de Representação Semiótica (TRRS)? Para isso, tomamos como objetivo analisar livros didáticos de forma a verificar se o uso das representações empregadas no conteúdo de equações do primeiro grau, no sétimo ano do Ensino Fundamental, vai ao encontro dos princípios de aprendizagem da TRRS. Deste modo, foi realizada uma pesquisa bibliográfica em três livros didáticos de Matemática do sétimo do Ensino Fundamental, listados pelo PNLD 2017. A análise do material foi feita em conjunto com a TRRS, de Raymond Duval, na qual se afirma que na aprendizagem da Matemática a compreensão do saber tem relação direta com a coordenação das representações do objeto matemático. Analisamos então as representações semióticas das equações do primeiro grau em cada livro e como estas, assim como os procedimentos cognitivos da teoria, foram utilizadas. Os resultados obtidos apontam que a utilização dos registros de representação semiótica poderia ser abordada de uma forma mais completa, de modo que o livro melhor auxilie no processo de ensino e aprendizagem.

일본 중학교 역사교과서에 나타난 고대 한·일 관계 기술의 분석 －｢渡來人｣, ｢歸化人｣ 관련 기술을 중심으로－

일본 중학교 역사교과서에 나타난 고대 한·일 관계 기술의 분석 －｢渡來人｣, ｢歸化人｣ 관련 기술을 중심으로－

A Foundational Perspective for Spatial Thinking in Relation to Social Studies Curriculum and Middle-School Textbooks in Turkey

Social Studies is a middle-school course that unites social-science disciplines and contributes to developing an understanding about the social existence of humans. In that regard, one of the course objectives is to develop the acquisition of spatial thinking skills in students and studies reveal that students' spatial thinking abilities can be tested via several variables. Despite such practice, very few studies have yet examined the Social Studies Curriculum in relation to the inclusion of content and skills around spatial thinking. It is reported that existing studies have simply focused only on the 2005 Social Studies Curriculum and omitted focus on relevant textbooks. Within such a context the aim of the current study is to present the current state of spatial thinking skills in relation to the 2018 Social Studies Curriculum and middle-school textbooks in Turkey. Furthermore, the study aims to analyze the coordination that exists between curriculum and textbooks around spatial thinking. To achieve the aims of the current study, the technique of document analysis technique occurs through examination of Social Studies Curriculum and middle-school textbooks. By the end of this research it was detected that in the 5th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 8, and the total number of units in the textbook about spatial thinking was 12; in the 6th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 7, and the total number of units in textbook about spatial thinking was 12; and finally, in the 7th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 3, and the total number of units in textbook about spatial thinking was 5. Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.

서양사 학습내용 선정과 계열성 제고를 위한 논의 - 계열성 확보를 위한 고교 심화학습의 내용 선정 기준을 중심으로-

As Western history have been an important part of the education of world history, differentiating leaning components for middle-school textbooks and high-school textbooks has been also a significant scholarly subject. This article is not designed to decide which components should be in middle- or high-school textbooks because the arbitrary systematization of leaning components by a scholar violates textbook writers’ autonomy. Accordingly, it is more useful to discuss the standards by which the content of deep learning is constructed at the high-school level and proper learning components are selected. This tentative study focuses on these standards with specific cases which also help realize the goal of the national curriculum and expand learning components at the high-school levels properly.

중학교 기하 영역 자료(Datum) 문제에 대한 분석 연구

The purpose of this study was to systematically analyze the problems with characteristics of data in the geometric domain of middle school textbooks to improve students' problem solving ability. Additionally, this study was conducted to facilitate an understanding of the problem solving tendency of students regarding the data problem. For this purpose, we analyzed the datum problems in the middle school textbook geometric domain, developed the questionnaires based on the data, and analyzed the problem solving characteristics of students. This study established the following research questions. First, what is the datum problem in the geometry of middle school textbooks, and what is the percentage of the total? Second, what are the characteristics of solving students' problems according to the type of datum problem? Third, what characteristics do students have in solving problems according to the format of the datum problem?
 Through the analysis of the results, first, when comparing the overall average of the correct response rate, the correct response rate for the FD problems was the highest and the correct response rate for the RD problems was the lowest. Second, In the classification of forms, Form 1 and Form 3 have the same mathematical content to solve the problem and the same or similar procedures to solve the problem. But there was a difference in the correct response rate. Third, the correct answer rate for the RD problems of Form 2 and Form 4 was lower than that of Form 1 and Form 3. The RD problems of Form 2 and Form 4 required mathematical content beyond the curriculum of the school year. Although the content of the geometry is a key idea of problem solving, the mathematical the content of algebra required to solve the problem was at a high level compared to the FD problems.

A Study on the Descriptions of the Origins of Korean Thoughts in the Middle and High School Textbooks

A Study on the Descriptions of the Origins of Korean Thoughts in the Middle and High School Textbooks

USING ELECTRONIC TEXTBOOKS IN PRIMARY EDUCATION: STUDENTS-PROSPECTIVE PRIMARY TEACHERS' VIEWS

Bulgaria is now in а process of major changes and reforms in the field of education that involve the implementation of various strategies and regulations. Updating the curricula for school and preschool education has led to the development of new textbooks and teaching aids. Primary and middle school textbooks sets for all subjects were replaced with new ones complemented by their compulsory electronic versions. These e-versions are not only covering the topics and content of the printed versions of the textbooks, but include additional e-resources. Some research of the new textbooks contents has already been done by authors such as Kirova (Kirova, 2018; Kирова, 2018). She compares different components of the curriculum content and the way they are developed in the mathematics textbooks, but the components of the adjunct electronic textbooks (e-textbooks) are not yet analysed. Their examination is necessary for teachers’ practice as well as for the preparation of prospective primary teachers for using e-textbooks in the classroom. No special training for working with e-textbooks is provided in prospective teachers’ current university preparation. However, digital competence is one of the key competences which are developed in primary education programs in Faculty of Educational Studies and the Arts (FESA), Sofia University, Bulgaria. Although it is generally acknowledged that students use digital devices very often and their skills are sufficient for blended learning (Цанев, 2018), yet it is not clear if students’ digital competencies are sufficient for using e-textbooks. Furthermore, there is a gap in the literature about students’ views and attitudes towards working with e-textbooks. Along with their competencies, students’ attitudes are important for successful implementation of e-textbooks in their teaching. Therefore, Sofia University Scientific Research Fund funded project №80-10-170/2019 "Practical aspects of students-prospective primary teachers’ preparation for working with electronic resources" whose main objectives include exploration of the views, preparation and readiness of students-prospective primary teachers about the usage of e-textbooks in primary education. As a part of the project, this study analyses students’ views in terms of necessity of using e-textbooks, their benefits and the requirements that e-textbooks have to meet in order to be used effectively in primary education.Data include an online survey which was conducted during the summer term of academic year 2018-2019 and was completed by 166 students-prospective primary teachers from bachelor and master degree programs at FESA (SU), Bulgaria. The results revealed that the surveyed students generally have positive views about the usage of e-textbooks in education and are well aware of their advantages. They recognized their potential to better visualise learning content and save teachers time. The content that e-textbooks should include and the requirements that e-textbooks have to meet in order to be effectively used in the classroom are also discussed in the paper.

1930년대 전반기 일제의 고등보통학교 역사교과서 검인정제도와 조선사 교육의 특성

This article discuss about specificity of Japanese imperialism’s censor system for an history textbook and Korean history education in the first half of the 1930’s. The Japanese imperialism applied inner-Japan education system to colonial Korean middle school after the secondary Korean education ordinance in 1922. This ordinance was part of the Japanese assimilation policy to colonial Korean citizen. But it was not worked. Because colonial Korean’s state of affairs were not same with Japanese. So consequently the Japanese Government-General of Korea censored middle school textbook itself.BR In these circumstances, the Japanese board of education amended curriculums in 1931. This education amendment was ideological groundwork to invading china and protect Japan from communism. Specificity of the education amendment was reinforcement history education, also decrease part of the Korean history in textbook. BR However, it was opposed to the Japanese board of education’s thought. Japanese board of education wanted to make friendly relationships between Korean-Japanese by education. Because these reasons, the Japanese Government-General of Korea should change their education curriculum plan.BR The Japanese Government-General of Korea tried to make high probability for censored textbook by expansion of using censored textbook and convenience of using history textbook. On the one hand, the Japanese Government-General of Korea wanted to publishing of textbook in 1935, but it could not cause of the new education amendment in 1937. Also only the Japanese Government-General of Korea’s censor system was stood.BR Differences of the position between the Japanese Government-General of Korea and the Japanese board of education was based on concerns of interpretation about Korean history in the textbook. It meant they had different method and contents for history education to educate the Japanese imperial spirits.

존 톰슨의 여행을 통해 본 근대 중국의 인물

In this paper, we approached John Thompson’s Illustrations of China and its People: a Series of Two Hundred Photographs, with Letterpress Descriptive of the Places and People Represented books under the theme of “Modern Chinese People”. As a result, from the top officials of the time to the lower-level officials or the candidates officials, from various nationalities, including Manchurians, Mongolians, Koreans, ethnic minorities such as Danmin, from the upper class of Woman to the lower class of Woman, Finally, all over China, there are all kinds of low-class people living there, indeed, it was during his trip that he had a wide variety of camera-captured modern Chinese people who could be photographed with a camera. If you categorize John’s Illustrations of China and its People: a Series of Two Hundred Photographs, with Letterpress Descriptive of the Places and People Represented books, its pictures are modern China’s ‘people treasure house’, and the explanation is that these reports have given rise to ‘living and breathing’ lives. Therefore, it would not be too much to say that John Thompson’s books are ‘a treasure House of modern Chinese people who live and breathe’. Even more so like this, John Thompson’s photographs of a wide variety of people, ranging from royal family to beggars below, are used today as material to introduce modern Chinese people to most Internet, major books, and even middle and high school textbooks.

중학교 ‘역사’ 교육과정 및 교과서의 실크로드 관련 내용에 대한 비교 분석 -‘한국사와 세계사 통합’ 및 ‘역사의 상호연관’의 관점을 중심으로 -

본 연구는 실크로드의 역사교육적 의의에 대한 논의, 중학교‘역사’교육과정의 비교 분석, 그리고 중학교 역사 교과서의 실크로드 관련 내용 분석이라는 3가지를 수행하였다.BR 하나, 실크로드의 역사교육적 의의에 대한 논의는 크게 두 가지에 집중되었다. 전자는 근대 지정학에서 실크로드 지역이 매우 중시되었다는 점과 최근 러시아와 중국 등에 의해 새로운 실크로드가 건설되고 있다는 점을 통해 그 중요성을 재인식하는 것이다. 후자는 역사에서 서로 다른 문명 간 교류가 갖는 의의와 그것을 학습하는 것의 교육적 의의에 대한 고찰을 통해 역사교육에서 실크로드는 좋은 학습내용(교재)이라는 것을 드러내는 것이다. 둘, 한국에서 2010년, 2015년, 2018년에 개정된 중학교 역사 교육과정 은 한국사와 세계사의 통합 구성을 지속적으로 시도하였다. 본고는 이 세 교육과정의 비교를 통해 다음의 두 가지 결론을 도출하였다.BR 첫째, 세 교육과정은 상호교류를 통해 인간의 삶이 향상되고 새로운 문화가 형성되는 과정을 학습하게 한다는 공통의 목표를 설정하고 있었다.BR 둘째, 현 단계에서 한국사와 세계사를 연관시키는 방법으로는 결국 선 세계사학습 후 한국사학습이라는 원리 이상의 것을 발견하지 못했다.BR 셋, 2010 개정과 2015 개정‘역사’교과서의 실크로드 관련 서술 내용 분석을 통해 다음의 것들을 발견하였다. 첫째, 2015 개정 교과서가 실크로드에 대해 상대적으로 많은 양의 서술을 하고 있으며, 근세 이후의 교류 사실도 두루 서술하고 있었다. 둘째, 두 교과서 공히 고대와 중세 시대에는 실크로드가 동서양 문화교류에서 중요한 기능을 했던 사실을 비교적 상세히 다루고 있으며, 특히 한국사의 삼국시대에 실크로드를 통한 문명 간 교류의 역사적 사실을 서술하고 있다. 셋째, 두 교과서 모두 실크로드를 통한 교류 사실을 단순히 소개하는 수준이 많고, 조선시대 이후 문명 간 교류가 완전 차단되었던 것 사실과 그 의미를 충분히 서술하지 않아 한국사와 세계사의 연관을 이해하기에는 부족함이 있다.

Unworthy of History? On the Absence and Stereotypical Images of Women Scientists in Light of the Historical Narrative in Middle and Secondary School Textbooks

Our research project “Unworthy of History” focuses on discussing the historical narrative in Polishhistory textbooks that are used in teaching history at the middle school level. The aim is to analyze and describe ways of thinking about as well as presenting the role and place of women and men in history in schools. Research shows that women are portrayed in textbooks as playing a less important role than men – they are almost non-existent in public life. “(...) what is male is universal. What is female is accidental and secondary”. The few women that are mentioned in these textbooks are portrayed in traditional roles, usually family roles, and in those contexts and spheres of life that are culturally considered to be typically feminine. Women are not only under-represented in history textbooks; also, informationabout them is often distorted or simply untrue. The topic of the (in)equality between women and men as well as the history of women’s emancipation movements, which are related to the empowerment of half of humanity, is not considered worthy to be presented in Polish textbooks. Our presentation and study focused on the absence and stereotypical representations of women scientists in Polish history textbooks. The results reveal that although women could be as creative and hard working as men – not exclusively in the fields traditionally associated with women (e.g. Josephine Cochran invented the dishwasher in 1872, and Marion Donovan – disposable diapers in 1950) butalso in those associated with men (e.g. Mary Anderson created windshield wipers in 1903 and Grace Murray found the first computer bug in 1947) – their contribution to the development of societies is marginalised, trivialised or totally omitted by the authors Polish history textbooks. In every textbook analysed, men make up over 90% of characters introduced by name although they were not necessarily widely known. On the other hand, women who achieved professional success in science, art or social development get ignored.

중고등학교 국어 윤리도덕과 교과서에 나타난 효관련 내용분석

중고등학교 국어 윤리도덕과 교과서에 나타난 효관련 내용분석

교육과정 개정에 따른 학교 급별 생물 분류 내용의 변천

The purpose of this study was to understand the changes in biological classification content according to the revision of science curriculum in Korea. For this, we investigated elementary, middle, and high school textbooks from the third to the 2009 revised curriculum, as well as created and analyzed a concept map of the biological classification system. The results showed that biological classification content in textbooks gradually increased from the third to the sixth curricula, but since the seventh curriculum, the area of molecular biology has increased, while the area of biological classification has been gradually decreasing. For the school levels, the elementary school course included organisms in everyday life based on artifact classification. The middle school course introduced the system of natural classification including species concept. In the high school course, ideas concerning natural classification, such as species concept, classification criteria, and phylogenetic tree, were introduced. In terms of the changes in the classification system according to the curriculum, the five kingdom classification system was introduced in the seventh curriculum; previously, only the three kingdom classification had been used. In the textbook of Live Science 2 in the 2009 revised curriculum, three domains and six kingdoms were proposed. In particular, with the technology development in life sciences, the major classification criteria of biological taxonomy have changed in the school curriculum in consideration of phyletic evolution, adopting the molecular characteristics.

중학교에서 변이 이론을 적용한 탱그램 활용 방안 탐색

The Tangram is used in units that deals with the Pythagorean theorem or the square root in middle school textbooks. The aim of this study is to develop tangram activities that reflect ‘achievement standards’ presented in the curriculum and textbook contents. In this study, we considered the possibility of expanding the curriculum contents. To achieve this, we tried to derive ‘critical aspects’ of tangram activities by applying the variation theory. As a result, we derived ‘critical aspects’ which assists to successfully accomplish tangram activities. The ‘critical aspects’ identified included; ‘position relation between sides’, and ‘area-length relationship of pieces’ etc. The ‘critical aspects’ are also closely related to the Pythagorean theorem and the square root concept. The students had no difficulty in understanding and applying the ‘critical aspects’ derived from this study. In particular, we confirmed that it was possible to solve tangram of high difficulty by utilizing the ‘critical aspects’.

현행 중등 역사 교과서의 통일신라·발해 부분 서술의 문제점과 개선 방안

현행 중등 역사 교과서의 통일신라·발해 부분 서술의 문제점과 개선 방안

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.

Analysis of Physical Computing Subunit in Middle School Textbook

Analysis of Physical Computing Subunit in Middle School Textbook