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This study is aiming to analyze of descriptive peculiarities of the high school textbooks regarding Korea-Japan cultural exchange in ancient times in the textbook which is using the 7th educational course of study and groped for desirable direction of description. Through this study, the research worker could confirmed the limits that the Korean history text books describe the Korean culture's contribution to the ancient Japanese cultures on the basis of preferential stand point. The Japanese history textbooks also describe on the basis of their cultural superiority. However, ancient Korea-Japan relations were formed of exchange with the military support of Japan and advanced culture of three countries in the Korean peninsula. That is to say, the cultural exchange in ancient times between Korea and Japan was the result of mutual interest by the realistic necessity. Based on this fact, the research worker would like to make an offer that the description of cultural exchange between Korea and Japan in ancient times in the new history text books should be approached with the political background as well as from the East Asian countries level inclusive of China.

In today's information-oriented age, cultivating the power to think historically is more in demand than simple accumulation of knowledge even in history education. Also, an evaluation of the thought process and substance of students as well as performance asessment for promoting improvement in teaching-learning methods will be needed as a means for meeting such change in demand. To assess historical thinking, it will be necessary to assess bo th the work itself and the performance process to find out what thought capacities are measured through the substance of the curriculum. Therefore, this papersets targets for each sub-division of historical thinking through the contents of units in 'Development of Practical Science', based on which performance assessment methods are proposed.

The reasoning strategy of content area reading can be said as the basic stage of reading process to improve reading skill of content area and a training process. A learner grasps the goal a given study and recognizes the intention of what he/she learns. The goal and intention of reading is to memorize and understand the content of study effectively. The process of reading is recursive. The goal and intention when reading a piece of writing for at first has to be re-perceived through the process of reading, and knowledge and information required for oneself have to be learned effectively though the process of analysis and application. Discussion on the strategy for improving reading skill in content area is very effective as a preceding strategy and method to improve learners’ achievements in coursework. Therefore, this article will analyze the relationship between reading skill of content area and reasoning strategy and inquire into concrete methods and operation process of question generation strategy, then discuss about reasoning strategy learners must perform in reading process and methods of instructing and studying.

The purpose of the study was to reveal the realities of performance assessment in mathematics teaching, and probe the possibilities of suggesting the new direction in the future. Five classrooms were observed for 4 weeks, and mathematics teachers were interviewed. Also documents related to performance assessments were collected. Mathematics teachers have employed performance assessments to diagnose and improve the lessons. They had difficulties in utilizing the performance assessments because it would be not easy to guarantee its' objectivity, and also there were too many students in their classrooms. Positive aspects of the performance assessment were its' function as a facilitator when some students could not perform well in regular written tests. It could be offer some additional credits. It would be desirable to have new grade report system in which both the written tests and performance assessment have their own position.

The purpose of the study was to investigate the effectiveness of activity oriented teaching methods for mathematics learning disabilities. Eight middle school students (4 males and 4 females) were involved in the study. In order to search the answers for the research questions, mathematics grade reports for two regular tests, individual interview documents and questionnaire regarding students' attitudes toward mathematics were utilized. It took 7 months to collect data. Students with learning disabilities revealed improvement in mathematics performance in comparing two tests results. Also their attitudes toward mathematics were enhanced.

The main purpose of this study is to analyse the intuitive thinking about the concept of infinity for the students in the high school, and to provide an effective teaching guidance to enlarge the correct concept of the infinity. We choose mathematical high-achieve 80 students who were above 33% in the math mid-term test. After 1st paper test and questionnaire, we analyze the answers about their intuitive thinking about infinity. 57.5% of the students have the correct concept of infinty. We made 10 activity papers which took 1 hours for each paper, and applied them to the students. After 2nd paper test and questionnaire, we analyze again their answers about the infinite. Then 93.7% of the students gave the correct answers about infinty. We understand the importance of the careful advice and effective guidance for teaching the concept of infinity. And to enlarge the concept of the secondary intuition of infinity, teachers must prepare the real activity based model for infinity and have careful corcern to the students.

In this study, I tried to integrate knowledge of grammar and literature and functional literacy into Korean language curriculum based on the assumptions that knowledge and function is related each other and should be integrated. I suggested language practices as a frame of integrating knowledge and function. It is because language practices are whole activities that integrate knowledge and function. Also, since grammatical and literary knowledge originate from language practices, and functional literacy indicate ability to perform language practices, it is possible to integrate both of them into Korean language curriculum based on language practices. The objective of Korean language education is to improve students' language competence. To achieve it, I divided the content for Korean language curriculum into speaking, listening, reading, and writing as the first category. Then, I divided it again into discourse knowledge and functional, phonological, lexicon, syntactic knowledge as sub-category. Discourse knowledge is grouped into knowledge and function related with ordinary language practices and those related with artistic language practices.

In this study, the researcher analyzed the reading comprehension strategies by carrying out peer-led discussion on literature work with fifth grade of school children. This study aimed to see the concrete aspect of reading comprehension strategies studying an effect of peer-led discussion on literature work. Discussing the research result with respect to research subject, first, most of discourses relevant to text in peer-led discussion were related to comprehension. About 94% of segments relevant to reading comprehension shows most of discourses carried out in peer-led discussion are related to reading comprehension and, accordingly, the researcher could see that peer-led discussion as an activity after reading positively affected reading comprehension. Second, the concrete reading comprehension strategies were divided into eight kinds of strategies. The reading comprehension strategies contain synthesizing, questioning, inferencing, connecting, evaluating, responding, elaborating and monitoring. Strategies of highest frequency were responding, elaborating and evaluating. Through those strategies, the researcher realized that a cooperative construction of meaning is actively generated and a reciprocal action between colleagues is made up in a group reading unlike reading alone.