중국의 2022 개정 초⋅중학교 실과(기술⋅가정) 교육과정 분석

The purpose of this research was to elucidate the relevance of the area of home economics in practical arts (technology & home economics) curriculum to green growth education, finding applicable cases of green growth education content in the field of home economics education. Given this base, we performed a survey with people who majored in home economics education and elementary school teachers on how green growth education related to their education. We studied applied cases and performed a survey by open-ended questions that extracts the green growth education content. In synthesizing the results of these studies so far, we have concluded that home economics education is much related to green growth education, and that with a change of people`s conceptions when relating school life to household life, home economics can be a very useful subject that can lead to the practice of the green growth education.

The purpose of this study is to analyze the types and description styles of social problems included in middle school Home Economics(HE) curriculum and HE text books. In this study, content analysis standards were established for social problems in HE through a literature review and analyzed the HE curriculum and HE textbooks of middle school to find out the proportion of social problems covered in HE by types and description styles of social problems. The results of this study are as follows. First, the types of social problems covered in the HE curriculum and textbooks are problems related to quality of life(environment, population, health care) and family and generational problems(family, women, youth, elderly). Types of social problems with low emphasis are structural social problems(urban, poverty, crime). Second, the 2015 revised HE curriculum and textbooks mainly deal with crime, family, and health care problems, while problems of youth, population, environment, and women are slightly covered. Social problems of excessive consumption, dehumanization, information society and social problems of elderly, education, urban, and poverty are hardly covered. In contrast, the 2022 revised HE curriculum deals with problems of environment problems of excessive consumption, dehumanization, information society, youth, health care, crime, family, and women in order. Third, the most common style of describing social problems in the HE curriculum was solutions, followed by simple mentions, causes and results, and actual situations. Descriptive styles for conceptualization and generalization were rarely addressed.

Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002,2005,2006;North Carolina State Board of Education, 2004;Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According toLounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately.

As national attention is focused on students' abilities to read and write effectively, instructional time allotted for science and other content-area disciplines is often decreased. Many teachers have discovered, however, that involving students in meaningful scientific inquiry provides them with authentic and motivating reasons to read, research, and write."Taking Inquiry Outdoors" is written by a group of educators who have used the natural world as a setting for purposeful student learning and critical teacher reflection. Their stories are about more than just stepping out the door, more than offering students a breath of fresh air. For these teachers, the outdoors provides an authentic laboratory that promotes questions, investigations, reading, writing, listening, and sharing. Notes are kept, data collected, questions recorded, and observations documented. Children critically review their own experiences, place these experiences within the larger context of group findings, evaluate and compare data, generalize concepts, and, best of all, come up with new questions to explore.Contributors to "Taking Inquiry Outdoors" reflect on children and learning, on teaching, on science made understandable through reading, hands-on investigations, and writing. Their work will appeal to all elementary and middle school teachers who want to integrate reading, writing, and research across the elementary and middle school curriculum.

국토는 일단의 사람들이 오랜 시간 속에서 역사적 경험을 함께 하고 문화와 가치관을 공유하며 집단적 정체성을 형성하는 토대 장소이다. 국내외를 불문하고 국토 교육은 주로지리교육이 담당해 왔다. 우리나라의 경우 초중등 교육과정에서 계열성을 확보하면서 고등학교「한국지리」 과목을 통해 집중적으로 실천해 왔다. 본 연구는 역대 교육과정에서 〈국토지리〉의 성격과 목표, 내용체계가 어떠하였고 어떻게 변화했는지를 고찰한후, ‘글로벌 시대의 통일한국’이라는 미래 환경에 호응할 수 있도록 〈국토지리〉교육이 새롭게 정향하여야 함을 주장하였다. 이를 위해 필요한 네 가지 주요 논제를 제안하였다: 「한국지리」에서 「국토지리」로의 과목명 변경, 헤트너식 도식으로부터의 탈피와 대안모색, 지리적 논리가 충만한 국토인문학으로의 재탄생, 국경을 넘어 글로벌 이슈를 담아내는 〈국토지리〉 교육. 통일한국은 곧 통일국토를 의미하므로, 연구자는 통일한국이라는 새로운 환경에서 추구해야 할 ‘교육적 인간상’과 글로벌 시대를 선도할 ‘국가 시민이자 세계시민으로서의 정체성’을 설정함에 있어서 무엇보다 〈국토지리〉의 과목 성격과 내용체계를 혁신해야 할 것을 제안하였다. 특히 이러한 작업에 있어서 국수주의적 국토관을 경계하고, 국토인문학을 토대로 과목의 본질적 성격을 회복하며, 닫힌 국토 개념에서 벗어나 글로벌 장소감을 함양하도록 돕는 일의 중요성을 강조하였다.Homeland is a place like a base camp in which a group of people have shared historical experiences, cultures and values, and collective identities. At home and abroad, geography education has been mainly responsible for teaching and learning on homeland in school curriculum, and in case of our country, the education of homeland has been practiced intensively through high school 「Geography of Korea」(Regional Geography of Korea) courses while ensuring sequences through elementary and middle school curriculum. The author investigates the nature, goals and contents framework of〈Geography of Homeland〉 including 「Geography of Korea」 courses in the past curriculums, insists that the <Geography of Homeland> education should be newly oriented to respond to the new environment of UniKorea in a global era, and proposes four main topics for this purpose: Changing the subject name 「Geography of Korea」into 「Geography of Homeland」; Escaping from the so-called ‘Hettner scheme (i. e. L&auml;nderkundliche Schema) and Seeking alternatives; Revival as a ’humanities of homeland’ through making up the homeland stories with a variety of geographical logics; Transition to 〈Geography of Homeland〉 that brings global issues across borders. Since the UniKorea means the unified lands of our country, it is so important to establish the ‘educational ideal of human’ to be pursued in a new environment of UniKorea and ‘identity as a citizen of both a nation and the world’ that the author suggested that the subject nature and contents framework of <Geography of Homeland> should be innovated. In particular, the researcher emphasized the importance of helping to nurture the global sense of place, to restore the essential character of the subject based on the national humanities, and to beware of the closed nationalistic view of homeland in this work.

As many of us do, this author wears several hats: parent of middle level and high school students, former junior high school teacher, university educator; and of equal importance, family member. I have been moved to write this article out of both professional and personal frustration with middle schools to acknowledge in a serious fashion the evolved family. Middle school philosophy and curriculum is predicated upon the belief that student-parent-teacher involvement, development, and support is essential. However, unless educators evaluate their own beliefs about what constitutes a family and dramatically change the way they link to students' families, the middle school philosophy and curriculum will be a movement without

One of the components that support and determine the success of implementing the 2013 curriculum in elementary schools is the role and competence of teachers. The problem that is often encountered in schools is the understanding and awareness of teachers about the role and competence in implementing the 2001 curriculum. This study aims to explain the learning process of the 2013 curriculum in elementary schools, the role of teacher competence in the implementation of learning in elementary schools. This study uses the library method as a research method. Content analysis was used to analyze the research data. The results of this study indicate that (1) the characteristics of the learning process in the 2013 curriculum are integrated thematic learning activities, applying learning steps (introduction, core, closing) according to the 2013 curriculum format, integrating scientific approaches, applying authentic assessment and character education; (2) the role of teacher pedagogic competence in 2013 curriculum learning is to implement integrated thematic learning, apply a scientific approach, utilize media and learning resources, utilize information and communication technology, integrate 21st century skills in the learning process, carry out character education, and carry out authentic assessments.

The rapid rate of the development of computer technology raises the issue of how to reform Computer Science education in elementary and middle schools. In Korea the government has taken this issue seriously, and the Ministry of Education &amp; Human Resources Development has announced substantial revisions to its computing curricula, leading to a new curriculum in Informatics to be introduced for middle schools in 2010, and for high schools in 2011. There is a proposal that the elementary school curriculum will be linked to these, and with a stronger focus on not just learning how to operate computers and software, but understanding the methods and algorithms behind Computer Science. Research on identifying effective teaching methods for CS topics at the elementary level is critical at the moment, as the content of the developing curriculum will be influenced by information about which topics are able to be taught effectively at this level. We are particularly interested to establish how these topics can be covered effectively without having to reduce them to a comfortable re-working of the status quo driven by a lack of background on teaching these new topics. Hence it is important to have experience with teaching such topics so that they can be considered for widespread use in the curriculum. As in most countries, Korean elementary school teachers are generalists, and therefore the Informatics curriculum needs to be presented in a way that a generalist can engage with it, as well as engage their students. One approach that avoids the difficulties and distraction of computers in the elementary school classroom is the use of offline activities: activities that work with Computer Science concepts, but are not done at the computer. These aim to educate students about abstract and challenging concepts behind algorithms, but without using a computer. It is our belief that computer science fundamentals can be taught without the help of computers; many key concepts predate the modern computer, and many demonstrations are available for a wide range of concepts. Currently the existing work on offline activities is not directly aimed at teaching CS to elementary-age children. Much of the published work is aimed primarily at tertiary level students, and is generally intended for motivated students in a university classroom. Most of the kinesthetic material developed for elementary school material is aimed at enthusing students about CS; they explicitly do not presume to teach ideas , but simply inform students about the kind of thinking and problem solving that is required for CS, and therefore make students better informed about choosing a career in the field. In particular, assessment is an important component of teaching, and current resources are not strong in this area. With the opportunity for CS topics to be taught to students, we have experimented with using kinesthetic approaches in the classroom. In addition to needing to provide assessment, we have identified that a particular issue is that elementary level teachers are usually non-specialists, and we report on work to enable such teachers to adopt CS teaching material effectively. An important component of this is providing background information about how the topic is used in practice. The poster summarises our experiences and feedback from teachers in making this material accessible for elementary school students.

The application of digital literacy in elementary schools is a curriculum-driven approach to create independent and student-centered learning through the effective and efficient use of digital technology. This study explores teachers' perceptions of the application of digital literacy in the curriculum to improve the quality of elementary schools. The research uses a quasi-qualitative approach. Data was collected through structured interviews with 48 teachers from 26 elementary schools, while data analysis used thematic analysis. The results of the study summarize the statements of elementary school teachers that revealed three main themes: the urgency, strategy, and positive and negative impacts of implementing digital literacy in the curriculum in elementary schools. The teachers stated that implementing digital literacy is critical because it impacts the efficiency and effectiveness of the use of school resources, improves the quality of schools, and helps develop 21st-century skills. This study concludes that school principals need to manage the curriculum and prepare regulations that regulate the availability of infrastructure for implementing digital literacy in elementary schools. This study also recommends that the Indonesian government make policies on the rules for implementing digital literacy in elementary schools and elementary schools can implement digital literacy in a sustainable manner and be prepared based on the curriculum according to the potential and culture of the school.

Media and platforms are important components of scientific literacy learning in implementing the Merdeka curriculum in elementary schools. This community service activity aims to disseminate the use of media and platforms to strengthen scientific literacy in implementing the independent curriculum in elementary schools. The method used is socialization, which includes several stages: identifying problems and needs, determining training topics, and evaluating. This activity was attended by 60 teachers in Kuningan Regency. In terms of process, the implementation of community service was conducive at both the online and offline stages of implementing activities. Participants were very enthusiastic about participating in question-and-answer activities, practices, and presentations on media use. All participants developed learning media and presented it in front of other participants. The success of implementing this community service is assessed from the implementation process and the output, where there is an increase in teacher understanding regarding scientific literacy and the use of media and platforms to strengthen scientific literacy skills. Keywords: science literacy media and platforms, merdeka curriculum, elementary schools Abstrak Media dan platform merupakan komponen penting pembelajaran literasi sains dalam implementasi kurikulum merdeka di sekolah dasar. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mendiseminasikan penggunaan media dan platform penguatan literasi sains dalam implementasi kurikulum merdeka di sekolah dasar. Metode yang digunakan dalam kegiatan pengabdian ini yaitu sosialisasi mencakup beberapa tahapan yaitu identifikasi permasalahan dan kebutuhan, penentuan topik pelatihan, dan evaluasi. Kegiatan ini diikuti oleh 60 guru di Kabupaten Kuningan. Dari segi proses, pelaksanaan kegiatan pengabdian berlangsung kondusif dan lancar baik pada tahap pelaksanaan kegiatan daring maupun luring. Peserta sangat antusias berpartisipasi dalam kegiatan tanya jawab, praktik, dan presentasi penggunaan media. Semua peserta turut andil dalam mengembangkan media pembelajaran dan mempresentasikannya di depan peserta yang lain. Keberhasilan pelaksanaan pengabdian kepada masyarakat ini selain dinilai dari proses pelaksanaan juga dinilai dari output pengabdian dimana adanya peningkatan pemahaman guru terkait literasi sains serta penggunaan media maupun platform penguatan kemampuan literasi sains. Kata kunci: media dan platform literasi sains, kurikulum merdeka, sekolah dasar

By research the causes, safety awareness and protection ways of sports injuries of students majoring in physical education in some middle schools in China, based on the presented findings of the study, the researcher came up with the following conclusions: First. The sports awareness campaign and protocol in the two middle schools in Jinzhou No.8 Middle School and Jinzhou Experimental Middle School China are in place. Second. It could be inferred that coaches observe safety measures so as to avoid major injuries among the student-athletes. Third. The school officials support the sports activities of the students by providing different sports facilities as well as competent medical team. Last. The students are aware of the sports safety campaign.

Epidemic Prevention and Teaching Measures in Chinese Elementary and Middle Schools under the Background of COVID-19 Pandemic

This study aimed to develop a STEM module for eighth-grade middle school learners through the engineering design process. The module was developed based on the ADDIE model, primarily concentrating on the stages of analysis, design and development. The study consisted of two main phases: module development and module evaluation. During the development phase, 26 science teachers and 30 eighth-grade middle school pupils were purposefully selected from a public sector’ middle school in China. Subject themes of the EDP-STEM module were determined by data analysis using coding of responses to interview questions and questionnaires seeking to elicit perceived needs. The EDP-STEM module's learning objectives, engineering design process, and STEM knowledge were subsequently developed. In the evaluation phase, five experts and 50 ninth-grade middle school pupils were recruited to verify the reliability and validity of the EDP-STEM module. The Content Validity Index (CVI) for the EDP-STEM module was 0.92, and the Cronbach's Alpha reliability coefficient was 0.76. Based on their feedback and suggestions, the researcher made modifications and improvements to the EDP-STEM module. The results of the study showed that EDP-STEM module has good reliability and validity and can be used as a learning module to carry out STEM learning in eighth-grade classrooms.

(1998). How Valid is Integrated Curriculum in Today's Middle Schools? Middle School Journal: Vol. 29, Active Learning for Active Minds, pp. 38-41.

The march-april 1998 issue of mathematics Teaching in the Middle School will focus on the theme “Geometry across the Middle School Curriculum.” The Editorial Panel is planning this issue to highlight and celebrate the extent to which geometric ideas permeate the mathematics curriculum of the middle school. Additionally, we wish to highlight the multitude of applications of geometry to other areas of study in the middle grades.