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특성화고 보통교과 및 직업기초능력 제고 프로그램 운영 현황 및 개선 방안

Related Document
Frame of Image  문제의식 아래, 특성화 고등학교 보통교과 운영 방향을 검토하고자 이 연구가 시작되었다. 현 행 교육과정에서 특성화고등학교 보통교과는 일반 고등학교와 동일한 목표와 내용을 포함하지만, 교육이 일어나는 맥락이 너무 달라서 일선 교사들은 큰 부담을 가진 채 다양한 양태로 수정하여 교육을 진행하 고 있다. 이러한 특성화고등학교의 보통교과 교육에 대하여 현재로서 는 국가적인 차원에서 모니터링하는 체계가 없다. 이 연구에서는 학교 교육의 목적과 직업교육의 목적이라는 근원적인 질문에서 출발하여 특성화고등학교에서 보통교과가 나아가야 할 방향과 이를 실현하기 위한 방안들을 모색했다는 점에서 의미가 있다.
이 연구의 1장, 2장, 3장, 4장의 4절, 6장은 임언 선임연구위원이 집 필했고, 4장의 1, 2, 3, 5절은 이수정 연구위원이, 5장은 윤형한 연구 위원이, 2장 2절의 일부 내용(25쪽~34쪽)은 정혜령 책임연구원(한국방 송통신대학교)가 집필하였다. 연구 과정에서 도움을 주신 교사 및 전 문가 여러분께 깊이 감사하며, 열정을 가지고 연구에 임한 연구진과 연구의 전 과정을 성심성의껏 지원해준 위촉연구원 김정빈 선생님의 노고를 치하하는 바이다.
2015년 12월
한국직업능력개발원 원장 이용순
차례 i
제목 차례
요약 제1장 서 론_3
제1절 연구의 필요성과 목적 ····················································· 3 제2절 연구내용과 방법 ···························································· 10
제2장 고교 직업교육에서 보통교과 교육의 목적_21
제1절 학교교육의 기능 ···························································· 21 제2절 직업교육의 목적과 방향 ··············································· 27 제3절 학교교육과 직업교육 목적에 의거한 특성화고등학교 보통교과 교육의 목적 ··················································· 38
제3장 특성화고등학교 보통교과 운영 현황_51
제1절 특성화고등학교 교육과정 편성 현황 ··························· 51 제2절 교사 인식을 통해서 본 보통교과 현황 ······················· 58 제3절 학생 인식을 통해서 본 보통교과 운영 현황 ·············· 92 제4절 특성화고등학교 보통교과 운영 현황 분석의 주요 결과 ····································································· 113
제4장 보통교과 운영 현황 해외 사례_125
제1절 해외 사례 수집 방법 ··················································· 125
ii
제2절 독일 직업교육에서의 보통교과 운영 ························· 129 제3


Full Text
Title 특성화고 보통교과 및 직업기초능력 제고 프로그램 운영 현황 및 개선 방안
Similar Titles
Material Type Reports
Author(Korean)

임언; 이수정; 윤형한; 정혜령

Publisher

세종 : 한국직업능력개발원

Date 2015-12
Series Title; No 기본연구 / 2015-19
ISBN 979-11-5940-869-4
Pages 361
Subject Country Australia(Asia and Pacific)
South Korea(Asia and Pacific)
Germany(Europe)
Denmark(Europe)
Language Korean
File Type Documents
Original Format pdf
Subject Social Development < Education
Holding 한국직업능력개발원
License

Abstract

Emphasis on work-based learning has become an international trend as an policy measure to reduce youth unemployment and skill mismatch by strengthening the linkage between schools and labor market. In korea, strong policy have been implemented to increase employment rate of graduates of vocational high schools who used to pursue higher education. As an outcome of a series of policies in recent years, peoples’ perspectives have been changed, considering learning specific skills are the most important in vocational high schools under the social slogan of “building the meritocratic society”, the meaning of which is rather obscure. Reflecting these trends, general subjects have been gradually neglected in vocational high schools in Korea. This study started based on a sense of crisis that while a society is over-emphasizing specific skills, there might be a danger of overlooking arguments that specific skills oriented education can not ensure the later period of workers’ lives than does the concept-based education due to lack of adaptability to the changing society.
The aims of this study is to contemplate the purpose of learning general subjects in vocational high schools and explore the ways to improve the quality of vocational high school education with regard to general subjects, in a way that it can not only contribute the need of labor market but also for the good of student’s lifelong competitiveness and human resources development at the national level. Various approaches have been deployed in this study such as literatures review, interviews with teachers and students, and quantitative analysis based on survey with teachers and student. The results provided the following characteristics as the current status of general education in vocational high schools. First, despite of considerable differences in educational context between general high schools and vocational high schools, officially the curriculum of general subjects of these two types of schools are the same. There is no guideline or system to help teachers of general subjects in vocational high schools to deal with less motivated students with less time for teaching than general high schools. Secondly, many teachers think that the number of courses for general subjects in vocational high schools need to be reduced and 21.8% of students responded that there is no need to learn general subjects. Third, more than half of students are aware of lack of basic ability for learning. Fourth, many teachers of general subjects are relatively alienated in the process curriculum planning and showed the tendency of less actively participating in professional education and training.
As the final conclusion of this study, two scenarios were provided which shows contradictory characteristics. In the Scenario 1, based on the perspectives of Brunner(1960), Hirst(1965), Gardner(2006) and Young(2009), general subject would be more emphasized than now with changes in teaching method in order for students to be better equipped for the rapidly changing labor marker as well as enhance their wisdom for life and citizenship. On the other hand, in the Scenario 2, the objects of general subjects will be limited to facilitating development of basic competencies required in the work places. In case of choosing the Scenario 1 as an policy direction, changes in curriculum, teacher placement and training, and quality control of teaching in order to assure students of vocational high school have chances to learn, at their piques of cognitive capacity, the “powerful knowledge” with“disciplinary minds” which will help them in the lifelong learning society. Addressing the limitation of the study, further suggestions of researches were made.