2015 개정 중학교 기본 교육과정 정보통신활용 교과와 공통 교육과정 정보 교과 교육과정 비교
저자
발행사항
공주 : 공주대학교 교육대학원, 2018
학위논문사항
학위논문(석사)-- 공주대학교 교육대학원 : 중등특수교육전공 2018. 8
발행연도
2018
작성언어
한국어
발행국(도시)
충청남도
기타서명
(A) Comparison on 2015 revised Information subject of Common Curriculum and Information and Communication Utilization subject of Basic Curriculum for the Middle School Students
형태사항
iv, 69 장 : 표, 그림 ; 26cm
일반주기명
지도교수:최상배
참고문헌 : 62-65 장
UCI식별코드
I804:44004-000000028115
소장기관
The purpose of this study is to compare the aims, characteristics, content system, achievement standards, and teaching and learning directions of the information curriculum of the curriculum of information and communication in the middle school curriculum of the 2015 revised middle school.
First, the comparison of personality showed that both curriculum emphasizes real life education. The nature of information communication utilization focused on functions, and information was improvement of problem solving ability. The similarities of core competencies are the enhancement of computing thinking ability, and the use of information and communications emphasizes the ability to solve problems through information management through daily life management through media, information ethics, and collaboration.
Second, the goal comparison showed that information collection and problem solving through software were similar. The difference is that the goal of information communication is to acquire the functions of information and communication devices, and the goal of information was the understanding of information society and the composition of physical computing system.
Third, similarity of domain in content system was programming education. The contents system of information communication use consists of the use of information and communication equipment, and information is focused on problem solving method and computing system. The similarity of core concepts was information ethics and programming. The key concept of using information communication was manipulation of communication device and information collection, and information was understanding of information society and physical computing. As a result of comparison of content elements, although personal information and information gathering, problem simplification and programming were similar, information communication emphasized the use of information and communication equipment, and information emphasized career and algorithm. As a result of comparing functions, comparison, search, collection, management, extraction of key elements, and programming were common words. There was the function of operation, rule compliance, use, processing, exchange, use of smart device, check and experience, and information had functions of analysis, practice, planning, expression, implementation, cooperation.
Fourth, similarity of accomplishment standards was practice of personal information protection, data collection and classification, and software education. There was no similarity between the use area of the information communication equipment and the achievement standard of the computing system area, and only the difference was able to be compared.In information and telecommunication applications, the achievement standard was the problem solving through acquiring the usage of the information device and the unplugged utilization, and the information was based on the understanding of the profession and the development of the program.
Fifth, comparing the directions of teaching and learning, it was similar that students were given opportunity to participate in class by considering individual differences. However, the teaching and learning direction of information and telecommunication utilization was guided by a specific area according to the students, and the information was constructed so that the laboratory was adapted to the environment and not focused on computer usage.
The following conclusions were drawn from the analysis of the hierarchical nature of the information curriculum of the 2015 revised basic education curriculum and the information curriculum of the common curriculum.
First, 12 nodes among 25 nodes were connected as a result of analysis of information communication utilization. In the content system, the second area related to the use of information and communication equipment and the third area where information was selected were strange.
Second, 20 nodes among 30 nodes were connected as a result of the analysis index of the information subject. There was a third area and a hysteria that solved the problems by inputting and outputting the contents and data to collect and analyze the data. Recognizing the importance of software, there was a first area for practicing information ethics, a second domain for structuring information, and a third domain for developing software.
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