이 硏究는 우리나라 國民學校 自然科 敎師用 指針書와 美國(Holt Science)의 敎師用 指針書를 分析 比較하였다. 各國의 科學敎育의 性格과 硏究課程 要素를 比較하여 보고 實際 內容에 있어서는 低學年에서 空氣分野와 高學年에서 海洋分野의 것을 다루었다.

地球科學 敎育에 關心을 갖고 硏究하던 중 1984年 2學期부터 1年間 美國 노-드 카로라이나 주립대학에 硏究敎授로 가서 國民學校 科學中 地球科學 敎育課程 內容을 比較 分析 硏究하게 되었다. 이 硏究는 우리 敎科書와 美國의 敎科書(Holt Science)의 體裁, 開發順序, 內容 및 槪念들을 比較하였다.

This study aims at identifying the characteristics of current science curriculum in several countries in terms of its format, aims and objectives, contents and guidelines. Each country has its own characteristics of science curriculum, also common characteristics among many countries. Firstly, the format of sicence curriculum in Eastern countries is very different from that of Western countries. Western countries have the curriculum format which includes characteristics and needs of science education, philosophy and background, characteristics of learner, teaching strategy and teaching materials, but Eastern countries have the curriculum format which includes only objectives, contents, and guidelines. Secondly, the aims and objectives of science curriculum in Eastern countries focus on scientific knowledges and concepts, while those of Western countries emphasize scientific methods and attitudes. Thirdly, the contents of science curriculum are very similar regardless of eastern countries or western countries. In other words, all countries included in this study emphasize biological science and earth science at lower grade level and physical science at upper grade level. Especially the observations and learning through curiosity are suggested at lower grade level, and logical reasoning is emphasized at upper grade level. Finally, the guidelines of science curriculum in eastern countries do not suggest specific information about teaching contents, experimental methods, teaching-learning activities, evaluation methods, and teaching and learning materials, while those of western countries provide more specific information about them which teachers can utilize effectively.

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.

An implementation study was conducted by analyzing the science curricula, surveying of the classroom activities, and the contents of the current science text books. Through this investigation, it was found that exist a discrepancies between the science curricula and current text books, the contents of the text books are just listing of informations and too hard compare the level of students activities. Furthermore, the current text books were prepared under the laboratory oriented approaching methods by emphasizing the inquiring processes. However, (at present. situations) the most schools could not carry out the objects of the current text books due to lack of instruments, laboratory facilities, and laboratory work books.

교육의 질을 향상시키는 것은 고등 교육 발전의 핵심 과제이며, 이를 실현하기 위해 교사는 교육 개혁을 지속적으로 추진하고 교육 방법을 계속 최적화해야 한다. 이 논문은 제2외국어인 한국어 수업 실천을 바탕으로 이론 연구를 통해 교과 과정의 이론적 기초를 확립하고 설문 조사 등 방법을 통해 현재 제2외국어인 한국어 수업의 문제점을 분석한 다음 이론과 실천을 결합하여 수업 과정에서 ‘사례식-계발식-상호작용식’ 수업 모델을 통합하는 구체적인 방법을 모색하여, 제2외국어인 한국어 수업의 ‘사례식-계발식-상호작용식’ 다차원 교수 모형을 형성하고자 한다. 다른 비슷한 수업의 교수법 개발에 참고를 제공할 수 있기를 바란다.