특성화 고등학교 교육과정 분석 = Analysis of the Vocational High School Curriculum

다국어 초록 (Multilingual Abstract)

Analysis of the Vocational High School Curriculum

Jung, Euy-Hyun


Majoring in Curriculum and Instructional Technology
Graduate School of Education, Kyungpook National University
Daegu, Korea
(Supervised by professor Kang, Hyeon-Suk)


(Abstract)
This study analyzes curriculums of Vocational high schools through preceding researches, case studies, and interviews, and then deduces problems that were displayed in their compositions and operations. After that, the study analyzes causes of making great performances in Meister high schools recently same as being lightened up by this researcher in the theoretical background, and looked into how to solve the problems that were shown in preceding research analyses on curriculums of Vocational high schools by finding out merits among its reasons. Thus, this study set up research issues same as follows.

First, the study analyses operating status and systems of Vocational high schools.
Second, through preceding researches and case studies, the study analyzes configuration, composition, and operations on 2009 revised curriculums of Vocational high schools.
Thirdly, this study grasps operating status of Vocational high schools by analyzing interview results with the competent teachers on curriculums of Vocational high schools.
Fourthly, based on preceding researches, case studies, and interview results with teachers, the study investigated problems of composing and operating problems of Vocational high school's curriculums.
Fifthly, this study analyzes preceding researches and case studies about configuration, composition, and operations on 2009 revised curriculum of Meister high schools having making great performances recently, and tries to grasp whether problems shown at curriculum matters of Vocational high schools could be solved after finding out its causes because Meister high schools have reasons on such achievements.

The study analyzes problems displaying in composition and operations of 2009 revised curriculum in Vocational high schools in which school identity has been started to lose while the education supremacy has been spread widely under high educational fervor. Conclusions based on its results are same as the following.

First, a fact was divulged that the Vocational high schools in most Daegu areas which are composing and operating 2009 revised curriculum had limitations from school facility matters such as textbook kinds that were insufficient in operating selective curriculums for Vocational high school students, obsolescence of lab instruments, kind lacks etc. In contrast, Meister high schools selected experts of industrial fields as writing committee members of textbooks so as to list industrial needs having been changed quickly, and they are utilizing the textbooks fit to each school's characteristics to their classes by making diversified and newly developing them. In addition, lab curriculums were operated flexibly because educational expenses per one student for doing effective operations on lab equipments and devices together with making students' skills enhanced were assisted 2~3 times more than general Vocational high schools. So, selective curriculums have to be made so that budget supports to Vocational high schools could be effectively operated similarly to Meister high schools.
Second, in order to graft demands of the industry into curriculums flexibly in the industrial society having been changed rapidly, participations of industrial personnel and experts are necessary certainly when composing school-based curriculums. However, most Vocational high schools had insufficient aspects in reflecting industrial demands to curriculums because school-based autonomy on composing and operating curriculums was lack, and several schools composed and operated curriculums focusing on college entrances rather than making employments by bringing up excellent competent talents, and thus employing rates of current students belong to low levels remarkably compared to their college entering ones especially. In some other way, Meister high schools maximized autonomies in case of composing school-based curriculums, and especially passed through authentications of Korea Research Institute for Vocational Education & Training by co-developing designated fields along with industrial experts at each school after utilizing national competency standards on job analyses. This action shows intentions of trying to teach professional knowledge and skills on majored fields as having siteness so that students could adopt learned contents in school to industrial fields sites promptly. Resultantly, over 93% of first graduates of 2012 Meister high schools appeared to be employed, and thus the achievement is becoming models of vocational education institutions.
Thirdly, classes that are considered most importantly in vocational education institutions were lab lessons. This class aims at letting skills become well up to goals by applying theoretical knowledge learnt in the classroom to labs directly by the body. Such practice lessons requires a lot of times compared to other classes, and student numbers per one teacher are much affected. By reflecting these needs, Vocational high schools and Meister high schools increased portions of lab classes, but Vocational high schools had more 6 persons in average than Meister high schools in student numbers per one teacher. This point shows a lot of differences in effectiveness of lab lessons, and decreasing student numbers per one teacher in needed to the levels of Vocational high schools and Meister high schools by recognizing such problems.
Fourthly, purposes of vocational educations lie in fostering excellent skilled talents by training practical abilities to which the industry requires. Therefore, career guidance on vocational education institutions shall be done well from middle school stages so that students do not have recognitions such like Vocational high schools and Meister high schools were not entered for college entrances, and entering processes to the schools are permitted to students who have steady intentions. Specially, letting students have determined willingness on employments is required to students who entered Vocational or Meister high schools after doing carrier educations for establishing a recognition like 'Employment first, and College entrance next,' and also making students have firm intentions on employments is necessary as well. Moreover, lifelong educations for students are encouraged to be achieved so that they get continuous educations after graduations by preparing all kinds of supporting measures under cooperation between governmental agencies together with institutional devices.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 내용 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 2009 개정 교육과정의 주요 내용과 특징 7
• 2. 특성화 고등학교 직업교육의 목적 12
• 3. 특성화 고등학교 교육의 방향 14
• 4. 특성화 고등학교 교육과정의 정책 방향 17
• 5. 마이스터 고등학교의 특징 20
• Ⅲ. 연구방법 25
• 1. 문헌연구 25
• 2. 사례연구 25
• 3. 면담 27
• Ⅳ. 연구 결과 및 논의 28
• 1. 특성화 고등학교 운영 현황 및 체계 28
• 2. 특성화 고등학교 2009 개정 교육과정 편성·운영 실제 40
• 3. 특성화 고등학교 교육과정 편성 주무 교사 면담 결과 분석 43
• 4. 특성화 고등학교 교육과정 편성·운영상의 문제점 50
• 5. 마이스터 고등학교를 통한 개선방안 65
• 6. 논의 77
• Ⅴ. 결론 및 제언 79
• 1. 결론 79
• 2. 제언 81
• 참고문헌 83
• ABSTRACT 86
• <부 록> 89