Direction of reform in the 2009 revised curriculum was placed on global creative human resources development and emphasis on quality of students' learning experience over its quantity. To do this, schools and local units were granted autonomy in organization and operation of curriculum and made purs...
Direction of reform in the 2009 revised curriculum was placed on global creative human resources development and emphasis on quality of students' learning experience over its quantity. To do this, schools and local units were granted autonomy in organization and operation of curriculum and made pursue diversification and characterization of the curriculum. This study analyzed development systems, components and volumes in sections of five kinds of textbooks to investigate whether the revised korea geography textbooks were adequately revised according to the 2009 revised curriculum or not and it was particularly focused on the section "Ⅷ. sustainable development of the national land" of the textbooks. This can be summarized as follows. Development systems in sections of most textbooks were composed in following form: section introduction → main contents development → section summary. At section introduction, as photos and introduction related to subject were placed at the beginning, students could take a class with curiosity on the subject. In terms of components of section, titles in most of the textbooks were presented to the general theme type, whereas that of E-textbook was presented to the general theme type and/or questions type. Learning objectives in most of the textbooks were stated in form of "performative goal". But B-textbook were stated in form of "general goal". Looking at the main content development of all the textbooks, basic concepts and principles were described as "inductive explanation type" and quest activities were described as "inductive find type". In addition, topics and practices related to students's daily life and social issues and topics were presented through quest activity, reading materials, broaden thinking, theme travel, etc. to meet the needs of the 2009 revised curriculum. Section summary in all five kinds of textbooks were summarized in two pages, which provided learners with opportunities to understand and confirm basic concepts and principles essential to geographical description of the phenomenon and problem solving. In terms of the amount of sections, in the case of main section, the section “V. space of production and consumption" appeared to be a lot of amounts, whereas the section "Ι. recognition of land in the era of globalization" was less. In the case of subsection, the section “Ⅲ-1. climatic characteristics and resident life" had a lot of amounts, while the section "Ⅳ-4. metropolitan" section was less. The biggest difference of portion of subsection among textbooks occurred in the section “Ⅲ-1. climatic characteristics and resident life". In the section "Ⅷ. sustainable development of nation land", the section "Ⅷ-1. low fertility and aging" accounted for the most portion, which reflects recent challenges of our country, that is, the seriousness of the population problem. When analysis of contents was focused on the section "Ⅷ. sustainable development of the national land", it is as follows: First, It was consisted to recognize the recent challenges of our country, that is, low fertility, aging, the influx of foreign workers and spatial inequality issues through topics and practices associated with learners' daily lives. To this regard, being guided to make posters, slogans related, learners were induced to creatively and positively participate in the class. Second, it contained a variety of learning materials, that is, maps, charts, pictures, etc. and was organized to enhance the ability to compare, analyze, and synthesize various materials and to map and chart geographic phenomena. Third, by expanding on-site experiential learning opportunities and direct and indirect experiences through geography found in life, practice inquiry, theme travel, geographical story in life, special travel and geography exploratory activity diary, it was consisted to improve learners' geographically comprehensive thinking skills. However, the 2009 revised curriculum provide only a frame on the operation of the curriculum at the national level and was made up in the center of minimum essential goals to necessarily be accomplished. As a result, different trends of each textbook have appeared in terms of system, volume and subject. Also, some learning materials were necessary to modify and complement materials. That is why, as follows: despite of a lot of excess learning materials, key concepts was omitted, photos not suitable for subjects were used or solutions to various problems were listed in general and abstract. These problems should be resolved through amendment at any time of the curriculum revision and systematic verification process of textbooks.
Direction of reform in the 2009 revised curriculum was placed on global creative human resources development and emphasis on quality of students' learning experience over its quantity. To do this, schools and local units were granted autonomy in organization and operation of curriculum and made pursue diversification and characterization of the curriculum. This study analyzed development systems, components and volumes in sections of five kinds of textbooks to investigate whether the revised korea geography textbooks were adequately revised according to the 2009 revised curriculum or not and it was particularly focused on the section "Ⅷ. sustainable development of the national land" of the textbooks. This can be summarized as follows. Development systems in sections of most textbooks were composed in following form: section introduction → main contents development → section summary. At section introduction, as photos and introduction related to subject were placed at the beginning, students could take a class with curiosity on the subject. In terms of components of section, titles in most of the textbooks were presented to the general theme type, whereas that of E-textbook was presented to the general theme type and/or questions type. Learning objectives in most of the textbooks were stated in form of "performative goal". But B-textbook were stated in form of "general goal". Looking at the main content development of all the textbooks, basic concepts and principles were described as "inductive explanation type" and quest activities were described as "inductive find type". In addition, topics and practices related to students's daily life and social issues and topics were presented through quest activity, reading materials, broaden thinking, theme travel, etc. to meet the needs of the 2009 revised curriculum. Section summary in all five kinds of textbooks were summarized in two pages, which provided learners with opportunities to understand and confirm basic concepts and principles essential to geographical description of the phenomenon and problem solving. In terms of the amount of sections, in the case of main section, the section “V. space of production and consumption" appeared to be a lot of amounts, whereas the section "Ι. recognition of land in the era of globalization" was less. In the case of subsection, the section “Ⅲ-1. climatic characteristics and resident life" had a lot of amounts, while the section "Ⅳ-4. metropolitan" section was less. The biggest difference of portion of subsection among textbooks occurred in the section “Ⅲ-1. climatic characteristics and resident life". In the section "Ⅷ. sustainable development of nation land", the section "Ⅷ-1. low fertility and aging" accounted for the most portion, which reflects recent challenges of our country, that is, the seriousness of the population problem. When analysis of contents was focused on the section "Ⅷ. sustainable development of the national land", it is as follows: First, It was consisted to recognize the recent challenges of our country, that is, low fertility, aging, the influx of foreign workers and spatial inequality issues through topics and practices associated with learners' daily lives. To this regard, being guided to make posters, slogans related, learners were induced to creatively and positively participate in the class. Second, it contained a variety of learning materials, that is, maps, charts, pictures, etc. and was organized to enhance the ability to compare, analyze, and synthesize various materials and to map and chart geographic phenomena. Third, by expanding on-site experiential learning opportunities and direct and indirect experiences through geography found in life, practice inquiry, theme travel, geographical story in life, special travel and geography exploratory activity diary, it was consisted to improve learners' geographically comprehensive thinking skills. However, the 2009 revised curriculum provide only a frame on the operation of the curriculum at the national level and was made up in the center of minimum essential goals to necessarily be accomplished. As a result, different trends of each textbook have appeared in terms of system, volume and subject. Also, some learning materials were necessary to modify and complement materials. That is why, as follows: despite of a lot of excess learning materials, key concepts was omitted, photos not suitable for subjects were used or solutions to various problems were listed in general and abstract. These problems should be resolved through amendment at any time of the curriculum revision and systematic verification process of textbooks.
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