The purpose of this study is to bring light on the characteristics of the transition in the Ddeulzip. The subject of this study is clan village of Pungsan Kim's family in Andong Cultural Area. Architectural transition of Ddeulzip is analyzed into three part. The first part is settlement of family. In this process, there is a background and many types of settlement. The second part is the extension of family. The extensional types are 'near-by branch' and 'far-away branch'. The last part is variation of housing. Spacial requests of residence are changed endlessly. Thus the spacial types of Ddeulzip are changed by the construction time of building. In many case, we couldn't decide the building period. The genealogy of Chosun Dynasty is the base of family history. In this study, the construction activity of Ddeulzip is based on the genealogy. The phylogenetic tree of Ddeulzip in clan village is constructed by the genealogy. The figures of the type of bunch of grapes is made by phylogenetic tree based on the genealogy. Omi Village in Andong was settled at first in the 15C. The cause of settlement is the aim of escape from political oppression. For long time, Omi Village is developed gradually. There area is divided in some small family boundary. There spacial types are contained the characteristics of many times. Orock Village in Bonghwa is settled for search of best environment in the last of 17C. At that time, a lot of families of same clan are gathered in that village. For short time, Orock Village is enlarged quickly. Thus there spacial type is similar each other. But boundary of entire space of outdoor is constructed clearly by pavilion area, housing area and sanctuary area.

Seowon(書院) was an institute for education and sacrificial rite, established privately in rural villages throughout the middle period of the Chosun dynasty(1392-1910), where scholars researched classic studies, cultivated personal characters in accordance with the Neo-Confucianism, nurtured young disciples, and performed rites at a secluded shrine where spiritual tablets of honorees were housed. This study examines the architectural characteristics of Pilamseowon(筆巖書院) in Chans'seong, Chollanamdo Province, Korea. Through the study, the architectural characteristics of Pilamseowon were found as follows: First, Pilamseowon moved twice since it had been established. Second, through the moving, the area of Pilamseowon was expanded and buildings were added. Third, some buildings of Pilamseowon reflect the previous condition of the seowon site. Take Hwakyeonroo(廓然樓) as an example, which is the main entrance pavilion of Pilamseowon. Pavilion is an appropriate type of building in sloped site. Before Hwakyeonroo was moved to the present site, it was located on sloped site, where Hwakyeonroo accordingly took the pavilion type of building. Present site condition of Pilamseowon is plane, nonetheless, Hwakyeonroo has the pavilion type of building, which reflects the previous condition of the building site. Forth, Pilamseowon consists of six spatial domains and each domain has its own entrance gate to outer area.

The earth science was set down as a regular subject of high-school curricilum in 1956 and has been constantly transited since then. This study is to discover the theoretical basic of science education by analyzing the background of formation of the curriculum and the process of transition. The aim of this study is to give an important suggestions for the future Earth Science Education. The summary of the study and suggestions for the sixth amendment of Earth Science curriculum are as follows 1. To promote the development of Science Education, Science subjects should be decided to be a compulsory subject by authority and supported financially. 2. It is necessary that the Earth Science be selected as a required subject in both human and natural course ; at least 4 unit for the human study course, and 8 unit for the natural course. 3. In the sixth amendment of curriculum the Earth Science should be fixed as a regular compulsory subject and both experiment and practice should be reinforced.

This study aims to present an effective basic material and data for the future earth science education by analysizing earth science curriculum of Korean high school. The method used in this study is based on comparison and analysis of the related reference materials. The main subject of this study is to find the changing history of earth science curriculum and compare the Korean earth science curriculum revised in 1982 to the American and Japan curriculums. Based on these studies following suggestions are presented for the future earth science education; 1) The laboratory education in earth science should be more emphasized than lecture. 2) It is urgent need to publish laboratory manuals for students. 3) Well designed laboratory equipments and good quality kits of reasonable price should be supplied.

본 연구는 제6차부터 2015 개정 교육과정까지 중학교 정보 교육과정의 변천 양상을 총론-각론 관계와 각론 차원에서 탐색하는 데 목적이 있다. 해당 시기의 교육과정 문서(총론, 각론, 해설서 포함)를 연구 대상으로 문헌연구를 진행하여 정보 교육과정의 특징에 영향을 미치는 요인과 시사점을 도출했다. 중학교 교육과정으로 연구 대상을 한정한 이유는 보통 교과이자 단일 교과로서 정 체성과 체계 등의 변화 양상을 볼 수 있기 때문이다. 분석 결과는 다음과 같다. 정보 교과는 도구 활용 및 실습 중심의 컴퓨터 과목으로 시작하여, 2007 개정 교육과정을 기점으로 컴퓨터 과학 기반의 도구-이론-소양을 지향하는 교과로 발전했다. 정보 교육과정에 영향을 미치는 요소는 총론 차원의 교과 의미 부여 및 편제 변화, 사회 변화 및 요구, 관련 기술 및 학문 변화, 구성주의 학습관 등이 있었다. 또한, 정보 교과의 입체적 이해 제공, 교과교육의 동질성과 명확성 확보를 위해 교과 해설서 제공의 필요성을 제시했다. 본 연구는 정보 교육과정의 포괄적 이해를 위한 정보를 제공하고, 향후 교육과정 개정을 위한 시사점과 비판적 검토에 유용한 관점을 제공했다는 의의가 있다.

In the traditional subsistence farming era in Korea, most of small farmer's housing plots in the rural villages had their boundary barriers of which materials being the natural ones provided from nearby places. However, during the rapid industrialization period from 1960s, a traditional type of boundary barriers in the rural villages had been replaced mostly by low-cost factory-made ones, which means absolute loss of their amenity values as a linear part of villagescape. In spite of many study efforts on boundary barriers of traditional rural houses, detailed historical dating on them after 1960s have not tried up to now, which provoked to try this study. Through the direct and in-depth interviews to rural villagers sampled from 21 case villages, it was found that original boundary barriers structure in most of farm houses was made of natural materials like stone, soil, trees and bamboo, but, replaced by cement block structures mostly during Saemaeul Project period. However, although being relatively minority, traditional ones have been preserved up to now mainly in remote mountainous and seashore villages, but was in very low condition. In the overall view, for more than half a century, boundary barriers of farm houses had been left without public or private improvement efforts. In order to enhance their amenity values, more research works should be carried out on positive reassessment of the traditional ones harmonized with multifunctionalities for modern village life.

본 연구는 제1차 유치원 교육과정부터 2007년 개정 유치원 교육과정에 이르기까지 국가고시 유치원 교육과정의 경제생활 교육 관련 목적, 목표, 내용을 분석하여, 경제생활 관련 국가고시 유치원 교육과정의 변화 양상을 살피고 이를 토대로 유아 경제생활 교육의 방향을 도출해 내는 것에 목적을 두고 있다. 이를 위해 제1차 유치원 교육과정부터 2007년 개정 유치원 교육과정에 이르기까지 총 7개 고시문(교육과정 원문)을 분석 대상으로 삼았다. 국가고시 교육과정에 근거하여 유치원에서 교육활동을 계획할 때에는, 정의적인 측면의 접근이 필요하며, 이 역시 집단, 공동체 생활에 기반을 둔 것이어야 한다. 또한 내용에 있어서, 소비자 생활면에 있어서는 쓰다와 사다의 측면에서의 계획적인 접근이 필요하며, 이와 더불어 생산자 생활면에서는 직업적인 요소를 갖추되 이에 생산적인 요소를 접목하여 교육활동을 계획하는 것이 필요하다.

본고는 외국인 유학생 유치와 관련된 정부정책의 변천과정 및 내용을 살펴보고 외국인 유학생을 직접 선발하고 가르친 경험을 토대로 정책의 효율성을 비판적 시각에서 조망하고자 하는 데에 그 목적이 있다. 정부정책을 크게 교육과학기술부와 법무부 그리고 문화관광부의 정책으로 구분 정리하여 각 정책의 변화와 정책간의 연관성을 살펴보았다. 살펴본 결과 외국인 유학생 유치정책 수립과 개선방안 마련에 있어서 교육과학기술부와 법무부 그리고 대학간의 정보공유 및 의사소통 미비로 인해 정책의 효과를 최대화시키지 못했음을 알 수 있었다.

문헌 연구를 통하여 건설기술의 특징과 체제를 알아보고, 우리나라의 건설기술교육과정 변천을 교육목표와 교육 내용, 시기별 교육목표와 내용의 관련성으로 구분하여 살펴보았다. 이 연구를 통한 중학교 건설기술의 변천은 다음과 같다. 첫째, 건설기술의 내용은 3차, 6차 교육과정에만 포함되어 있다. 둘째, 교육내용은 기능 부분은 강조되고 있으나 지식과 태도 부분이 미흡하였다. 셋째, 교육목표와 교육내용이 6차 교육과정에서는 일치한 반면, 3차 교육과정에서는 교육목표 없이 교육내용만 존재했다. 고등학교 건설기술의 변천은 다음과 같다. 첫째, 건설기술의 내용은 3차부터 7차 교육과정에 포함되어 있다. 둘째, 교육내용은 지식, 기능부분이 강조되며 태도 부분이 미흡하였다. 셋째, 교육목표와 내용이 4, 5, 6차 교육과정에서는 일치한 반면, 3차와 7차 교육과정 에서는 교육목표 없이 내용만 존재했다.