This is an analysis of the academic activities in the architectural planning textbook used by specialized high schools, which is particularly in the point of view of enhancing students'' morality as well as creativity through them.
According to the purpose of educational curriculum devised by Department of Education in 2009, students would learn how to come up with new things and how to be challenging. At the same time, they would also learn how to care other people and share their abilities. Aiming these particular academic goals, Department of Education wants to foster globally creative individual having human nature.
When it comes to the purpose of educational curriculum devised by Department of Education in 2015, which is the following curriculum of 2009, the Department fortifies these educational objectives suggested before.
Therefore, to achieve those educational goals, studying textbooks used by schools in Korea can be meaningful. That is because textbooks are a first means of bearing educational purposes recommended by the Department to students.
To conduct the study, firstly, we define the general meaning of creativity and moral sense. Secondly, to understand the quality of classes especially in terms of increasing students'' those abilities, we figure out the educational techniques which can be used in specialized high schools in Korea. Based on the phase one and two, thirdly, we analyze the academic activities in the architectural planning textbook to know how much elements they include to achieve the goals.
In conclusion, 90% of the academic activities in the textbook contain educational techniques to maximize the students'' creativity and personal morality. Although there is a gap of appearance frequency between those techniques, the activities adopt various methods to reach the educational goals. Moreover, in the point of morality education, the order of most frequently appearing ways to enhance the students'' moral sense consists of ‘Honesty'', ''Responsibilities'', ''Appointments''- these three appear in almost every activity - ''Consideration'', ''Ownership'', ''Forgiveness'' and ''Moral Judgement'' - relatively fewer appearing elements.
The suggestions follow the conclusion. Frist, whether adapting a creative questioning used by teachers in class matters. This is because some teachers utilize this skill, while others do not. Therefore, ''How often do teachers in schools really use this technique?'' and ''If so, which way and how often?'' could become the next study to be conducted. Second, there is a gap between relatively more and fewer stated elements in the textbook. According to the curriculum developed and proclaimed by the Department of Education in 2015, the purpose of curriculum reinforces former curriculum''s educational goals. Thus, should this gap be presented in a case of writing the textbooks such as ''Architectural Planning'' used by specialized high schools? and if so, is there a means to compensate this gap? should remain to be answered.