2002학년도부터 시행되고 잇는 제 7차 교육과정은 수준별 학습을 요구하고 있으나 교사가 실제 사용할 교수학습과정은 제시되어 있지 않다, 따라서 이 연구는 고등학교 과학수업에 적용할 수준별 교수학습과정을 개발하고 이를 학습에 적용하고 그 효과를 과학관련 태도와 학습 성취도 및 수준별 교육과정에 대한 인식의 변화를 통하여 알아보는데 있다. 그 결과는 다음과 같다. 1) 고등학교의 수준별 학습의 운용형태에 따라 두 가지 형태의 교과학습 과정안을 개발하였다. 하나는 수준별 학습이 동시에 이루어질 때 사용하는 것이고 또 하나는 수준별로 학생들을 분반하여 학습하는 형태이다. 이들 중 동시에 학습하는 형태를 실제 수업에 적용하고 그 효과를 조사하였다. 2) 수준별 학습에 대한 인식에서 학생들은 이 교육과정의 중요성을 인식하면서도 동시에 수행되는 수준별 학습에 대해서는 좋은 인식을 주지 못했으며 과학과 관련된 태도에서는 우의미한 변화가 나타났다.

Facing the 7th National Curriculum revision, this study aims to suggest the ideas for the curriculum design for the second foreign languages education. For this purpose, the theoretical analysis of curriculum theory and examination into commentaries, guidebooks, training materials and curriculum documents related to the foreign languages education are carried out. The theoretical analyses carried in the study are as follows: The analysis of curriculum objectives and contents for foreign languages education in terms of the findings and implications the existing researches suggested is carried and so the current issues and major ideas are identified. The contents analysis for the foreign languages education implemented in foreign countries is carried and so the future directions for curriculum objectives and contents of the second foreign languages education in Korea are suggested. The major suggestions are made through above analysis as follows: The differentiation of the subjects for the second foreign languages education by the curriculum objectives and contents is required. Whether the oral language communicative competence focused or the written language communicative competence focused should be considered in establishing the curriculum objectives and contents. The curriculum objectives and contents are required to state clearly and effectively. The directions for culture education are required to change and the contents for culture education are required to be reorganized systematically.

The purpose of the this study was to search establishment of plan and application state for operating the physical education curriculum, understanding grade of goals, characters, and contents of the physical education curriculum, teaching-learning method,

English is now commonly called an international or a global language. Korea starts to face some changes in terms of the situational and functional status of English from EFL to ESL. A bilingual education approach called 'immersion education' to teach English is urgently needed to be taken in Korea, especially in the primary school level. The present paper aims to investigate perceptions of primary school teachers about the introduction of English immersion education program. A total of 171 primary school teachers were surveyed employing a questionnaire asking about their knowledge, opinions and attitudes with regard to the introduction of English immersion education in primary schools in Korea. It was found that there are lots of things to take into consideration introducing the English immersion education system in the areas of preor in-service teacher training system, governmental assistance, and other practical issues of deciding starting grade and the subjects for immersion, for example. Some suggestions are provided for a practical guide for the introduction of English immersion education.

The purpose of this study was to apply the sport education model to simple baseball classes in an elementary school and to analyze the characteristics and factors of approach tendency in the course of its application. To attain the aims, one class of 6th

As for the purpose of this study, education facilities must be considered by a change of an education facilities equipment acid education system and aromatic character of an educational policy with a means to support to efficiently proceed education by study about a plan of the school education facilities which considered safety. That is, education facilities must become maintenance on design construction according to education action character and goal. This is not for a function of education to be decided according to education facilities, and education facilities must be decided so that adjustment can do an education function. The student center, a student are convenient, and an actor must do a plan of education facilities with an usable physical space contrariety, future directivity. As for the plan of school education facilities, facilities must be designed on functionality, an economy, flexibility, aesthetic appreciation anger, a foundation of stability for this so that objective of education realization is easy.

Since the teaching of English was introduced into the primary school as a required subject in 1997, no achievement test has been administered for the purpose of comparing English achievement of primary school students who are receiving private instruction with that of those who are not. The purpose of this study was to investigate what impact private instruction had on English achievement of third- and fourth-year students in the primary school. For this purpose, an English achievement test was developed based on the 7th national curriculum and two questionnaires were administered: one questionnaire among 743 third- and fourth-year primary school students and the other among 22 primary school teachers. The results showed that students who were receiving private instruction outperformed those who were not on the English achievement test and that teachers had difficulty in handling English class due to the discrepancy of overall English proficiency between tutored students and non-tutored students. The findings suggest that teacher training needs to be intensified to ensure quality English language teaching in the primary school.

This paper analyzes the high school textbooks for German which were developed according to the guidelines of the 7th National Curriculum. The study focuses on communicative features of texts/dialogues and the lessons in general. According to 7th National Curriculum, students have to practice all four communicative activities in German I, namely listening, speaking, reading and writing. This analysis aims at identifying and analyzing the elements which are relevant for communicative exercises. For that purpose, the author analyzes the proportion of texts in relation to dialogues, and the therein contained distribution of communicative situations or themes; another aspect of analysis deals with the question, how systematically the lessons are structured in order to enhance the four communicative activities and skills.

학교교육에서 漢文課 교육은 漢字가 사용되는 분량이나 또는 사고 단위의 크기로 볼 때, 한자교육, 한자어교육, 한문교육으로 나눌 수 있다. 중·고등학교에서의 한문 교육은 중학교에서는 기초 독해력을 배우고, 고등학교에서는 기초 독해력을 바탕으로 심화된 독해력을 배양하는 과정이라고 할 수 있다. 독해력을 기르는데는 여러 가지 독해요소를 공부해야 하는데, 그 가운데 하나가 허사를 이용한 끊어 읽기 교육이다. 이는 한문 문장을 어디에서 끊고, 끊어진 단위들을 어떻게 해석하느냐 하는 것으로 독해력 교육에 대단히 중요한 의미를 지니고 있다. 그러나, 현행 한문교육에서 제시되는 한문은 이미 어떤 형태로든 구두를 처리한 문장을 제시한다. `他山之石可以征玉`의 문장은 `他山之石 可以征玉`의 형태로 `石`과 `可`의 사이를 끊어서 제시하는데 어떤 원리에 의해서 사이를 끊었느냐하는 원리를 제시하지 않고 있다. 물론, 한문은 일상생활에서 한자나 한자어보다 거의 사용하지 않는다는 제약이 있기는 하지만, 한문에 대한 독해원리를 더 연구하여 교육해야 한다. 한문을 전공하려는 사람은 중·고등학교 때 한문독해에 관한 많은 공부가 없이 전공에 임하다 보니, 독해력을 제대로 갖추는데는 많은 시간과 노력을 필요로 한다. 따라서 중·고등학교에서의 끊어 읽기에 대한 교육은 매우 큰 당위를 가진다. 끊어 읽기의 개념인 구두법은 이미 甲骨文에서도 보이고 있으며, 중국 宋나라 때부터 본격적으로 시작된 것이다. 구두법은 문장 또는 단락을 정확히 이해하기 위해서 횡선, 직선 등을 말한다. 본고에서는 `之`를 비롯한 여덟 재의 허사를 이용하여 한문을 어떻게 끊느냐를 고찰한 것이다. 끊는 기준은 한문에서의 허사가 앞 뒤 단어와 단어 또는 문장과 문장 사이의 관계에서 연결하는 기능을 하느냐 아니면, 쉼, 종결 등을 역할을 하느냐에 따라 다르다. 연결하는 기능을 하면 끊지 않고 앞뒤의 단어를 연결하여 해석하고, 쉼·종결 등의 역할을 하면 끊어서 해석한다는 것이다. 예를 들어, `古之學者 必有師`에서 `之`의 앞뒤는 끊으면 안 된다. 왜냐하면 `之`가 연결하는 기능을 하기 때문이다. 반면 `使牛聞之 寧無不平之心乎`에서 `使牛閒之`의 `之 다음에는 끊어야 한다. 왜냐하면 `之`가 `그것을`이라는 대명사로 쓰이고 있으며, 앞뒤를 연결하는 기능은 거의 하지 않기 때문이다. 이러한 교육은 일단 단문 안에서 그 원리를 파악하고, 그 다음은 복문 속에서 즉 다른 문장과 다른 문장 속에서 그 원리를 교육해서 파급효과를 얻게 해야 한다. 물론 한문의 문장론이나 통사론은 그 연구 당위가 어려운 점이 많이 있다. 하지만 독해력을 신장을 위한 조작적인 노력이 더 필요하다고 본다. 즉 독해력을 기르는데 그의 원리교육이 필요하다는 말이다. 제7차 교육과정에서는 한문교과가 학생선택으로 위상이 바뀐 이 때, 한문교육을 담당하는 사람들이 더 훌륭한 교수법을 연구하여 학생들에게 제공하여야 한다.

When the importance of various cu1tures is emphasized more and more, 1earning various languages can a1so keep off the cultural standardization. But today the second foreign 1anguage education is facíng a serious crisis. The balance of foreign 1anguage learners is not proper. The environment for learning the second foreign languages is getting worse. In the seventh curricu1um the credit hour will be reduced. Moreover, students staπ to 1eam the second foreign language only when they are in the e1eventh grade. Many German- or French teachers have to change their own subjects into another subject. The quality of education wiU go down. Changes should be taken place gradually in order t。 prevent side effects.