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장진주 ( Jang Jin Ju ),서혜애 ( Seo Hye Ae ),송방호 ( Song Bang Ho ) 한국과학교육학회 2003 한국과학교육학회지 Vol.23 No.5
The research aimed to compare science curriculum between Korea and Israel and find out characteristics of science curriculum in Israel at middle school level. The middle school `science` of the 7th revised national curriculum in Korea and middle school `science and technology` in Israel were compared. Among characteristics of the Israel curriculum of` `science and technology`, distinct ones are as follows: First, `science and technology` was most highly emphasized with the largest number of time allotment among all subjects at middle school level in Israel. Second, the contents of `science and technology` were classified into seven areas of `energy and interaction`, `materials`, `organism`, `earth and the universe`, `technological systems and products`, `information and communication`, and `ecosystems` rather than four areas of energy, materials, life and earth in Korea, Third, `organism` was allocated with the highest number of hours among seven areas. Fouth, objectives of each content of science and technology` were divided into three categories: scientific aspect, technological aspect, and social value and objectives of each category were related to one another. This characteristic seems to stress STS, multidisciplinary, and interdisciplinary approaches in `science and technology` in Israel. Such characteristics of the `science and technology` education in Israel are likely to make significant contributions to establish human resources of highly developing science and technology including IT, BT, NT, ST in the future society. Reflecting upon the characteristics of `science and technology` education in Israel, Korea might seek for ways to improve its national power based on science and technology through strengthening science and emphasizing science and technology contents among school curriculum.