This study was aimed at integrating English novels into a Korean high school English curriculum. To accomplish the objective, the study adopted diverse post-reading activities using an English novel, The City of Ember by Jeanne DuPrau. Data were collected from diverse sources such as students’ worksheets, transcripts of students’ presentation, answers to survey questions, and the teacher’s field note. The results of the study are as follows: First, there were some educational effects when an English novel with diverse post-reading activities was used in high school English classrooms. Students showed a positive attitude toward the class and expressed satisfaction in terms of classroom management. Second, students responded to the novel through diverse post-reading activities. For example, students had opportunities to reflect on their lives, became active in solving problems, and deepened their thoughts through discussion. Based on the results of this study, suggestions for future studies are provided.

As an economy with archipelago contour and one of the largest populations in the world, Indonesia faces specific challenges in utilizing ICT for education nationwide. The present study provides a systematic categorization of such challenges into four categories based on Kim YoungHwan’s categorization of ICT utilization challenges, and then breaks down such categories into more explanatory sub-categories, along with order of frequency. Hence, this study aims at systematically describing challenges in utilizing ICT in Indonesia.

After the content items of the secondary French curriculum changed to an achievement standards format, the new format appeared to be inconsistent with French education’s current content structure—language skills, language materials, and culture. This study aims to enhance the validity of the creation of the achievement standards by reshaping the curriculum to be more in line with the newly developed standards. This study provides a historical analysis of French curriculum structure and a review of existing literature on the second language education. And it also analyzes the foreign language curriculum structures in several foreign countries. Based on the discussion of preceding chapters, a restructuralization of French curriculum is suggested. The essence of the restructuralization is to divide the achievement standards into language achievement and cultural achievement, as well as to present language skills and materials—subcategories of language achievement in achievement standards formats. Also needed are standards for comprehensive skills including listening, speaking, reading, and writing. To be consistent with the purpose of the achievement standards format, the objectives, teaching and learning methods, and evaluation in French curriculum need to be modified. Finally, I suggest to the entities who are involved in the 2015 curriculum revision the need for scrutiny of the current curriculum format, as well as a change to the format in future development. Après le changement des éléments de contenu faisant partie du curriculum de l’enseignement du français au niveau secondaire pour un nouveau format basé sur les critères d’accomplissement, la structure actuelle de l’enseignement, composée de compétences langagières, de matières langagières et de contenus culturels, n’est plus conforme avec celle modifiée. Par conséquent, cette thèse vise à restucturer le cadre des contenus du curriculum, compte tenu des critères d’accomplissement développés, afin de réhausser la pertinence de l’établissement de ces critères. Cette étude explique l’analyse de la structure des contenus de tous les anciens curriculums et les résultats issus des études et de l’analyse précédentes portant sur les contenus de l’enseignement des langues vivantes. Elle présente ensuite les résultats de l’analyse des contenus des programmes en vigueur à l’étranger, ce qui nous conduit au dernier chapitre qui propose un programme restructuré. Pour résumer ce dernier, les points essentiels consistent à décliner les critères d’accompplissement en deux - critères langagiers et culturels ; proposer les compétences et les matières langagières, sous-catégorie des critères langagiers, sous forme du nouveau format des critères d’accomplissement ; présenter les critères d’accomplissement pour les compétences intégrales comprenant la compréhension et la production orales et écrites ; enfin, faire adapter d’autres points sous ce nouveau format des critères, tels que les objectifs d’enseignement, les méthodes didactiques et celles d’apprentissage, les critères d’évaluation dans le cadre du curriculum de l’enseignement du français. Avec cette proposition, cette thèse invite les chercheurs étudiant le nouveau curriculum 2015 à examiner avec prudence la stucture des contenus actuelle et à réfléchir à la nécessité de la restructuration des contenus à réaliser dans l’avenir.

Recently the rapid changes of the social environment make both university and every each department should have to renovate and adjust all of the educational components. The most dominant and issuable change of business administration education is the Business Education Accreditation which was certified by the KABEA(Korean Association of Business Education Accreditation). And the only two department of fisheries business administration which in Gyeongsang National University and Pukyong National University has been accredited recently. Though The department of fisheries business administration in Korea has been influenced by that Accreditation, there is few research and analysis on educational change. So it is very important that research on the curricular constitution and change of the curriculum for considering the its own effect and influence. This paper aims to explore the curricular constitution, change and course fulfillment of fisheries business administration after the business education accreditation based on the case of the department of fisheries business administration in Gyeongsang National University. The analysis of fisheries business administration change will help develop sustainable curriculum and give more guideline for identifying the core of fisheries business administration. The method of analysing that in this research has adopt the social network analysis(SNA) and automated software tool which is the most dominant technique in contents analysis including the Krkwics and Pajek. The SNA is evaluated that most popular, rigorous and firm methodology for analyzing, examining and revising some concepts or objects in the context of semantics. The result of this study shows that the ratio of fisheries business administration class has been decreased but still the most fulfilled course. And English mediated class has been avoided though that sort of the class has been increased. In the view point of course fulfillment, it has been potential and inefficient problems that some classes that including financial related and accounting related class would not been accomplished appropriately. The findings of a graduate depth interview which has been done about 4 years for understanding that student show that there’s some recognition gap of fisheries business administration in staffs of human resource management. And the level of job satisfaction in fisheries business still somewhat low and even worse the chance of recruitment also unsteady.

학교 교육과정의 자율화가 확대됨에 따라 단위학교를 중심으로 교사의 교육과정 역량을 강화하기 위한 방안을 탐색하는 연구는 중요한 의미를 갖는다. 이에 본 연구에서는 단위 학교의 교육과정 편성 운영 자율성 확대에 부응하기 위해 요청되는 교사의 전문성, 자율성, 책무성 확대 방안을 교사의 교육과정 역량 측면에서 찾고자 하였다. 미래 학교의 교사는 구체적인 학교 상황에서 교육과정을 어떻게 해석하고 적용할 것인지를 탐색하고 개발하는 역할을 수행하도록 기대된다. 본 연구에서는 문헌분석, 국내외 사례연구, 설문조사 등을 통해 과학 교사의 학교 교육과정 편성 운영 역량의 발휘 실태를 진단하였다. 과학교사들은 교육과정 운영에서의 실질적 자율성 부족, 인프라 미비, 학생성취도로 책무성을 묻는 체제, 숙고를 위한 시간의 부족, 교육과정에 대한 주체성 인식 부족 등이 교사의 자율적 학교 교육과정 편성 운영의 장애요인이라고 지적하였다. 본 연구의 결론 부분에서는 과학교사를 비롯한 현장 교사의 교육과정 역량 발휘의 장애요인에 대한 해결 방안으로 실질적 자율화의 확대, 현장 교사의 교육정책 결정 참여 활성화, 학교평가에서 정성적 요소 강화, 교사의 직급 및 승진 경로의 다양화를 통한 교육과정 역량 강화, 교사의 학습공동체 참여 활성화 등을 제안하였다.

지방자치단체들은 지역축제를 통한 새로운 수익창출 모델 및 홍보를 위하여 자체적인 전담기구 및 추진위원회, 조직위원회 등 많은 기구를 두고 운영 하고 있으며 전문성을 갖춘 이벤트사 및 기획사가 행사를 대행하고 있는 실정이다. 따라서, 많은 축제들이 관주도형으로 이루어지고 있어 지방자치단체장들의 선심성 및 선전용으로만 전락되어 축제의 본질을 벗어나는 경우도 있으며 특히 전문가를 확보하지 않는 상태에서 관 주도형 및 일부 몰지각한 회사들의 이익을 위한 축제들도 많이 등장하여 주민들의 혈세로 진행되는 축제의 예산의 낭비를 초래하는 일도 많아지고 있다. 이러한 문제는 기초가 없는 상태에서이루어지는 일이기 때문에 당연한 결과라고 할 수 있다. 그럼 이 시점에서 제기하고 싶은 것 은 열악한 교육환경이다. 현재 대부분의 4년제 대학교와 일부 전문대학에서는 광고홍보학과에서 축제 이벤트 관련 교육을 일부 다루기는 하나 이벤트 기획을 체계적으로 교육하는 학교가 희박하며, 교육을 할 전문 인력 또한 부재하다. 이벤트 기획 및 실무 교육위주의 교육 프로그램이 절실하며, 대학교와 대학원외 현 이벤트업계 종사자들을 재교육할 전문기관의 설치가 필요한 시점이다. 21세기 첨단 문화산업의 선구자로 우뚝 선 지역축제를 잘 선도하여 전문성 및 독창성을 갖고 각 지자체들의 특색을 잘 살려 관광객들을 많이끌어들여 지방 자립도 확립 및 살기 좋은 고장으로서의 면모를 확실히 갖추어야 할 문제를 전문 교육에서 부터 출발을 해야 할 것이다.

목적: 안경광학과 교과과정에 대한 만족도를 조사하여 효율적인 교과과정 개발에 기초자료로 활용하고자 하였다. 방법: 경기지역 안경광학과 재학생 183명과 서울, 경인지역 산업체 재직 안경사 123명을 대상으로 교과과정에 대한 만족도 설문조사를 실시하고 통계분석을 실시하였다. 결과: 안경광학과 교과과정을 5개 분야로 구분하여 5점 척도로 만족도를 조사한 결과, 두 집단의 교과과정 만족도는 유사한 경향을 보여주었는데(재학생: 16.44±2.66, 산업체: 16.47±3.38) 분야별로는 이론교육의 만족도가 가장 높게 나타났으며(재학생: 3.87±0.74, 산업체: 3.82±0.68) 외국어교육과 인성교육에 대한 만족도가 낮게 나타났다. 재학생의 경우에 이론교육(p

Multimedia game contents is effective and efficient instruction media to support learning for students with development disabilities who have attention and learning difficulties. Many education game programs have developed to enhance learning fluency and learner’s interest. These programs also can be applied to students with developmental disabilities successfully. To this, education game program is designed to access all students including students with disabilities. In this study, to assess and suggest education game program accessibility, 6 education game programs were reviewed through teacher’s recommendation. Also These programs were rated 5 point likert scale by 30 teachers and special education specialists according UDL(Universal design for Learning) 9 guidelines. The results show that well designed education game program applied efficiently to students with developmental disabilities and it need to consider practices to enhance accessibility. Implications for further studies were suggested.

본 연구의 목적은 2009 개정 과학 교육과정의 지구과학 I 목표와 교과서의 학습 목표와의 일치성을 알아보기 위한 것이다. 이를 위하여 교육과정의 목표와 교과서의 학습 목표를 능력, 공통 개념, 행위 동사로 구분하였으며, 이 자료를 언어네트워크분석을 이용하여 분석하였다. 분석 결과 능력 요소와 관련하여 교과서는 인지적, 정의적 영역을 주로 강조하였다면 교육과정은 이외에도 탐구능력을 함께 강조하였다. 공통 개념은 교과서가 교육과정보다 더 다양한 요소가 사용되었다. 행위 동사 요소는 '이해'를 가장 많이 사용하였으나 대부분 인지 체제 수준으로 제시한 것에 그치고 있다.

This paper analyzed dialogues in high school Japanese textbooks published according to the 2007 revised national curriculum, based on sociolinguistic variables and dialogue structure rules. The findings are as follows: first, the analysis of the construction of the textbooks shows that dialogues take place most frequently in the areas of speaking and listening while dialogues appear in the area of writing at the lowest rate of 10 percent. Secondly, the analysis of the dialogues based on sociolinguistic variables shows that in most textbooks dialogues take place in various places such as houses, stores, schools, streets and restaurants, but places in some dialogues are not identified. As for the topics of the dialogues, leisure and hobbies, traveling, food, and giving directions are the most common topics. There are many dialogues which do not have any specific topics but include basic expressions for communication. Moreover, most dialogues do not identify clear relation among participants, which needs to be improved. Lastly, the analysis of the dialogue structure rules finds that as for the length of the dialogue, one or two rounds of exchanging of talks are the most common and in the most cases the format of taking turns of speaking is the set of A-B-A-B, which indicates that the dialogues are very simply structured. The cases of adjacent pairs are mainly focused on question and answer sets. From the analyses, it is found that if we figure out the characteristics and problems of dialogues appearing in current Japanese textbooks and include the sociolinguistic variables and diverse dialogue structure rules into the dialogues to construct more authentic dialogues, the dialogues provided in the high school Japanese textbooks will be a lot more helpful to improve the learners’ communicative ability.

The primary purpose of this study was to examine prominent features of frequency in the new vocabulary of the middle school English textbooks based on the 2007 revised national curriculum and thereby to provide meaningful data to be compared with those on the 2009 revised national curriculum. This study used an online software (Vocabprofile) to divide words into four categories by frequency: K1 (1-1,000), K2 (1,001-2,000), AWL (Academic Words List), and Off-List Words (the remainder). Salient features discovered from the frequency-based categorization of words in textbooks by grades or publishers were further examined for pedagogical implications regarding textbook writing and curriculum revisions in the future. The analysis has revealed the following results. K1 words accounted for the most among the words presented in English textbooks, reflecting the significance of the high-frequency words in L2 learning. The number of other words showed a steady increase as the grade gets higher. Finally, most textbooks presented multi-words as new vocabulary, which indicates the importance of idioms or collocations. The vocabulary analysis by frequency could be of use to textbook evaluation, considering the growing importance of frequency-based vocabulary teaching.

The present study is triggered by the implementation of the achievement assessment system and the 2009 revised national curriculum, and the consequential need to help teachers to understand the new version of the curriculum when carrying out the achievement standard-based evaluation at school. The present study focuses on the newly introduced advanced courses of the 2009 revised national curriculum of English and provides an analysis of the hierarchical and interconnected relationship among these courses and the organization of their achievement standards. The study also provides guidelines for teachers on refining and customizing the curriculum-based achievement standards of the advanced English courses, for their own evaluation activities at school. Based on the analysis, the study attempts to suggest directions for the successful implementation of the new assessment system.

The purpose of this study was to analyze writing activities of 1st grade middle school English textbooks based on the achievement standards of the 2009 revised National Curriculum and provide suggestions for improvements of textbooks. In this study, seven textbooks out of twelve were selected and their writing activities were analyzed as to whether they stick to the guidelines of the 2009 revised National Curriculum. For this purpose, specific focuses of the current study were 1) to look into writing activities based on achievement standards stipulated in the 2009 revised National Curriculum, and 2) to investigate the ratio of integrated writing activities to separate writing activities ones. The results of the analysis revealed that most of the writing activities seemed suitable based on learners’ real-life situations for achievements standards; however, the types of writing activities were rather simple, mainly focusing on given words. Next, there were not only separate writing activities but also a variety of integrated activities such as listening-writing, speaking-writing, and reading-writing activities. At the end of the paper, a few suggestions were provided to improve the qualities of writing activities in the textbooks.

In this commentary, I examined the implications of Existentialism for science teaching and teacher education. Existentialist thoughts and premises can be used to explore the human element in an educational system. Before emphasizing the pragmatic and technical aspects of teaching, we need to rethink why we teach and recognize our learners as unique beings in a continual process of becoming. By incorporating the existential perspective into curriculums and pedagogies of science education, we can help learners to make their existences and experiences meaningful. This paper consists of three parts. In the first part, I drew on relevant aspects of Existentialism and its implications on the views of the learner. In the second part, I examined the competency-based curriculum in light of Existentialism. Existentialism aims, in part, to develop an educated person who possesses a clear sense of personal identity, a critical attitude, and the inclination to be a life-long learner, and so on. These characteristics are consistent with the implications developed from the competency-based curriculum. In the third part, I explored pedagogical activities consistent with existentialist thinking the ultimate goal of which is to create authentic individuals who can take responsibility for being humans. In the conclusion, I discussed how existentialist ways of thinking and teaching call for the science teacher's reflective practices, where the teacher needs to integrate personal and professional knowledge as the situation demands.

제1차와 제2차 교육과정기 국어과는 한자․한문교육을 겸했었다. 하지만 한문 과가 국어과에서 분리된 제3차 교육과정 이후 현재까지의 국어과 교육과정에는 살펴본 것과 같이 한자․한자어에 관한 교육내용이 없다. 한글전용정책의 부작용 으로 다시 한자․한자어에 대한 교육을 실시하면서 한문과를 독립교과로 만들었 고 이 후부터 국어과에는 한자․한자어와 관련된 교육과정이 사라진 것이다. 이는 사회와 학계․정치계 등의 반발에도 불구하고 문교부 당국이 일부 한글전 용주의자들의 압력에 따라 국어 속에서 한자․한자어를 교육하는 것을 의도적으 로 피했기 때문에 발생한 일이다. 70년대 전후나 지금이나 한자 관련 교육에 관한 사회적 요구는 그다지 다르지 않은 것 같다. 당시 대중들의 요구도 한문문장이나 한문학 등 전문분야보다는 한자 낱글자나 한자어의 교육을 어릴 때부터 정규적으 로 시켜야한다는 것이었고 요즘 사회의 요구도 그와 다르지 않다. 그리고 대중들의 이런 요구를 반영해서 일찍부터 여러 연구자들이 이에 대한 개선책을 제시해왔다. 하지만 교육과정이나 교재, 입시제도 등 다방면에 걸친 연 구성과들이 있음에도 현실 교육정책에는 이런 연구결과가 그다지 반영되었다고 보이지 않는다. 이제는 연구에만 그칠 것이 아니라 동시에 연구자나 학회, 학과 차원의 또 다른 실천이 필요한 때가 아닌가 생각한다.

목 적: 교육과정의 개선을 모색하기 위해 교육과정의 편성을 분석하였고, 이를 바탕으로 안경사의 전문성과 미래 안목을 기를 수 있는 교육과정을 제시하고자 한다. 방 법: 교육과정의 특성을 분석하였고 전공교육과정의 확대필요성에 대해 서울시, 경기도, 전라북도에서 안경원을 경영하고 있는 안경사 112명을 대상으로 설문조사를 실시하여 분석하였다. 결 과: 안경광학과 교육과정은 교양과정이 7개 과목 15학점으로 53개 과목 109학점이 개설된 전공과정보다 비중이 월등히 낮게 조사되었다. 전공기초 6개 과목은 17학점으로 전체 전공과목의 15.5%로 조사되었으며, 전공심화 과정은 47개 과목 92학점으로 전체 전공과목의 84.5%로 조사되었다. 안경사의 전공기초 교과목의 수업시간 확대 필요도는 기초콘택트렌즈가 6개 과목 중에서 가장 높게 조사되었으며, 전공심화 교과목은 굴절검사실습과 하드콘텍트렌즈가 12개 과목 중에 가장 높게 조사되었다. 또한 안경사의 기타의견 제시에서는 안경조제실습의 시수 확대가 38명(33.9%)으로 가장 높게 조사되었다. 결 론: 안경광학과 교육목표인 안경사 양성을 달성하기 위해 교육과정을 설계하고 이를 실천하는 과정을 교육시켜야 하며, 사회가 요구하는 시대적, 환경적 변화를 수용하는 현장중심 교육에 더 많은 시간을 수업할 수 있는 교육과정 구조 변화가 필요할 것으로 사료된다.

본 연구는 향후 과학과 교육과정 개정에서 다루어야 할 핵심역량들을 재구조화하는 방안을 탐색하는 것이다. 최근 세계 각국에서 미래 사회의 변화된 상황에 맞추어 학교 교육의 방향을 근본적으로 재조정하려는 노력이 진행되고 있다. 그리고 이러한 교육 개혁의 핵심 키워드로 등장하게 된 것이 핵심역량이다. 본 연구에서는 향후 핵심역량 중심의 과학과 교육과정 재구조화를 위한 선결 요건으로 선행연구에서 다양하게 논의되어온 핵심역량 대범주를 재구조화하고 국가수준의 교육과정에서 제시됨직한 각 영역별 핵심역량 구성요소를 논의하였다. 문헌분석, 전문가 심층면담, 델파이 및 설문조사 등을 통해 핵심역량 대범주 3가지를 (1) 인성 역량, (2) 지적 역량, (3) 사회적 역량으로 구성하고, 각 핵심역량 대범주별로 의미와 특징을 제시하였다. 각 대범주별로 어떤 핵심역량을 선정하고 가르칠 것인지는 교과 및 교사수준에서 전문성을 발휘하여 결정하도록 맡겨둘 필요가 있다. 본 연구의 결론 부분에서는 본 연구에서 논의한 핵심역량 대범주들을 중심으로 향후 과학과 교육과정을 재구성할 때 주목할 점을 제안하였다. 향후 과학과 교육과정을 개발할 때는 인성 역량을 포함하여 핵심역량의 3개 대범주들을 적극적으로 포함시켜야 하며, 핵심역량을 모든 학생들이 도달해야 할 최소 수준의 목표로 설정해야 할 것이다. 또한 과학 주제와 목표 등에 따라 각 대범주별 핵심역량 구성요소와 구성요소들 간의 연계방식이 달라질 수 있음을 기억해야 할 것이다.

這個研究歸納了小一識字教學期間對學生的觀察，分析小一學生識字的過程及方法。探討現今的中文科教材在識字教學設計上，能否配合漢字的特性，學習者的心理，並提出改進教學設計的建議。 研究的目的是希望從漢字學習、多種識字教學法、兒童心理學的角度來探討學習成效。研究對象是就讀小學一年級的適齡學生。本人選取了大多數學校常用的中國語文科教科書示例，結合實際教學經驗及例子,供教育人士參考。

漢字的學習對只有以拼字為主要學習經驗，而且至多就有二、三年學習機會的學生而言，是一條很難找到科學路徑的坎坷路。因此，從事對外漢字教學的教師應該積極地研究教學法，以幫助外籍學生作最有效的學習。 研究方法： 首先針對對外漢字的教學者與習得者發放問卷，再根據問卷之調查結果觀察教師的教學策略與應用，並且關注學生的難題與期望。 調查表根據學生學習狀況分為三個等級作設計，藉以觀察程度不同的班級教師如何經營、學生如何收穫。之後，根據教師及學生所回饋的內容設計分級的教學法。 研究結果： 由於以教學的實務與學生的需求為出發，因此調查表的回饋非常直接與踴躍。對於筆畫教學、隨文識字、部首教學、部件教學、字源教學、集中教學等教學策略，調查結果顯示其各具有優、缺點及適用的時機，可知教學法的應用應力求彈性。准此發現，並根據文字的適用學理，將設計出課堂經營方針，並以為學生找到習字的科學途徑為最終目標。

The purpose of this quantitative research was to examine whether there were statistically significant differences in Islamic elementary public school teachers’ curriculum orientation and teaching conception across demographic variables of gender, age, and teaching experience. Data were collected through questionnaires from 65 Islamic elementary public school teachers. Data were analysed through Rasch analysis and tests of inferential statistics. The results of the data analysis show that, over all: 1) the teachers’ curriculum orientation tended to be “technological” and “academic” rather than “social reconstructionistic”; and 2) the teachers tended to conceptualize teaching as “apprenticeshipdevelopmental” and “knowledge transmission” rather than “nurturing” or “social reform”. Tests of inferential statistics revealed a significant difference between male and female teachers’ conception of teaching. A significant difference was also found in the teachers’ curriculum orientation across the demographic variable of teaching experience. No significant difference was found across the variable of age. Correlations were identified between the teachers’ curriculum orientation and teaching conception. The findings of this study provide evidence for policy makers, school leaders, researchers, parents, and teacher educators that the curriculum orientation and teaching conception of the majority of the teachers seems to be incompatible with the nature of character education that necessitates teachers to be “nurturing” and “social reconstructionistic”. In addition, evaluation and reorientation of paradigms and approaches in teacher education and educational objectives and further research are suggested.