제7차 특수학교 교육과정 직업교과교육의 실태 및 교사들의 요구에 관한 연구 : 정신지체학교중심 = (A) Study on the actual condition of vocational education and teachers' need in the 7th special school curriculum

다국어 초록 (Multilingual Abstract)

The 7th Special School Curriculum which was designed to guarantee future life of the handicapped and the management of their basic living through spirit-ual and economic independence focused on vocational education.
This study aims to analyse properties and actual conditions of vocational education and to present effective plans of vocational education in which existing problems are complemented and improved and the proper directions of actual vocational education to meet the needs of teachers in the field of education.
For this study, questionnaire were sent to 350 teachers from 45 schools who are in charge of vocational education and of them, 229 teachers answered to the questionnaire. And the statistical analysis (SAS) was performed to 216.
The results were categorized into three different sections and analysed: actual conditions of the vocational education in the amended curriculum, teachers' opinions for the desirable managing directions of vocational education in the amended curriculum and its desirable managing directions for exciting the amended curriculum.
First, the results of analysing actual conditions of the managing vocational education in the amended curriculum showed that in general, the vocational education has been managed to meet the new curriculum, but there was not enough understanding of teachers in actual performance. And, vocational education was arranged as follows : vocational course (7th to 10th grade) and preparation course (10th to 12th grade) for no-grade system. There was no change in existing frame of the curriculum. It was thought that time to arranged to vocational course was usually valid (76.39%) and as courses of day-unit concentration type, day-unit dispersion type and week-unit concentration type were properly performed, comparative studies of its effects were required.
The number of students arranged to each class was eight to fifteen and classes were organized randomly irregardless of their ability, by only considering conditions of schools. Usually, it was reported that expert knowledge for the vocation education in special schools was not satisfying as teachers of special education were in charge of most of vocational education.
There was a questionnaire that was designed to survey students' interest in their job or degree of interest and to study a given condition of education according to their ability at the beginning of the course, but analysis of their interest of vocation was rarely carried.
Second, teachers' opinions about desirable direction of vocational course in the amended special school curriculum were analysed and the results showed that the arrangement of vocational courses should be decided and managed through agreements of the school curriculum committee. It meant that vocational education with various directions which meets the property of each job should be carried and for that, much interest from experts is needed. It was also reported that four to seven students in a class are proper if effectiveness of vocational education was considered. For vocational education directed by special education teachers to be desirable, the teachers should cooperate with vocational teachers and for the cooperative education, continuous and professional training should be given to special education teachers who are in charge in vocational education.
Third, as a result of analysing the answers from the teachers about desirable managing directions of the curriculum, it was reported that teachers should understand the amended curriculum in detail and a variety of training related to teaching should be given to them. And, individual ability, aptitude and academical achievement of each student should be frequently evaluated and the results should be recorded and analysed so that all of teachers share them usefully. Also, for various kinds of vocational education which meets the need of the times, necessary facilities should be secured. Programs through which the handicapped students can join normal students should be planned and performed. And educational plan. in which community industries cooperate with schools as a compulsory education svstem should be established.
Finally, at the beginning stage of vocational education in the 7th special school curriculum, teachers, staffs and educational administrators should cooperate to support improvement of the program. Furthermore, for organized performance of the no-grade system and the individual conversion education according to ability, students' interest, ability and aptitude, related data collection and achievement of occasional learning should be evaluated whenever needed.
For better performance of the program, enough teachers with professional training about vocational education should be secured and continuous training should be given to present teachers who are in charge in vocation education. And necessary facilities to execute the various kinds of vocational education should be complemented and a program through which schools cooperate with industries should be developed.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• A. 연구의 의의 = 1
• B. 연구의 목적 = 3
• C. 연구의 제한점 = 3
• II. 이론적 배경 = 4
• A. 특수학교의 직업교육 = 4
• B. 특수학교 교육과정 비교 = 12
• C. 제7차 특수학교 교육과정의 직업교과 = 16
• D. 정신지체학교 직업교육 문제점 = 21
• E. 제7차 특수학교 직업교과 교육의 보완 = 25
• III. 연구 방법 = 27
• A. 연구 대상 = 27
• B. 연구 도구 = 28
• C. 자료분석 = 28
• IV. 결과 및 해석 = 30
• V. 결론 및 제언 = 47
• 참고 문헌 = 51
• 부록 = 54