학술논문
第 6․7次 敎育課程에 따른 工業界高等學校 敎科課程의 比較 硏究 : (慶南地域 機械科를 中心으로) / A Study on Comparative of the Curriculum prograss about Technical High School by 6th and 7th edition plan : a forcus on dept. of Mechanical in province of Gyeongnam
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
현대 사회는 고도의 산업화와 지식화, 다양화의 양상을 지니고 있으며, 첨단 과학기술의 무한 경쟁 시대에 있다. 과거 공업계고등학교에 진학하는 학생들은 순수 취업을 위해 기능을 배우려는 목적이 대부분 이었지만 최근에 들어서는 그러한 단순한 목적에서 벗어나 진학이나 다른 기타 분야에 대한 관심이 늘어났으며, 진로방향 또한 더욱 세분화 되었다. 본 연구에서는 제 6?7차 공업계고등학교의 기계과중심 교과목의 교과과정을 비교·연구하여 교과과정변화에 따른 학생들의 진로 및 진학분야에 대한 변화에 대해 알아보았다. 제6차 교육과정에 비하여 제7차 교육과정에서는 이론 실습교과과정을 중심으로 교과목이 개설되었으며 교과목 또한 진학중심으로 편성이 되었다. 공업계 고등학교의 학과 변화를 살펴보면 제6차 교육과정의 경우 총 33개학과에서 제7차 교육과정의 경우 총21개학과로 12개의 학과가 신설?삭제되었으며, 이론?실습과목의 통합에 따른 실습과목의 경우 많은 양의 학습내용이 축소되었다. 이에 본 연구에서는 제 6?7차 공업계고등학교 졸업자를 대상으로 설문조사를 실시하여 제7차 교육과정에서 미흡하였던 전공교과의 전문성이나, 현장실무중심의 교과과정이 제8차 교육과정에서는 다음과 같이 공업계 고등학교에 진학한 학생들이 공업의 각 분야에서 중추적인 역할을 담당할 공업 기술인으로서 자질과 능력을 길러, 산업발전에 기여할 수 있게 하며, 관련 분야에 관한 기초지식과 기술을 습득하게 하여, 관련 분야의 생산 활동과 관리에 필요한 기본 지식과 기능을 습득함으로써 경제 발전과 공업과의 관계를 이해하여, 공업 기술인으로서 자부심을 가지고 자신과 산업사회의 발전에 기여하는 태도를 가지게 할 수 있도록 편성하도록 제시하는 바이다.
Having the aspect of high industrialization, knowledge and diversification, modern society is in the age of unlimited competition of the advanced scientific technology. While most of student entering technical high schools in the past mainly intended to learn technique for employment, the students are not confined in such simple objective recently. Instead, they are more interested in entering university or other area with diversified courses. This research investigated the change in students' course and entering university caused by change in curriculum by comparing and analyzing the curriculum of subjects based on machine of the 6th and 7th technical high school. Compared to the 6th curriculum, the subjects of the 7th curriculum are established on the basis of theoretic and practical curriculum and organized mainly for entering university. Checking the change in the subjects of technical high school, 33 subjects in the 6th curriculum are changed to 21 subjects in the 7th curriculum with 12 subjects established or deleted. In the case of practical subject, much contents of learning were reducedby integrating theoretic and1) practical subjects. Thus this research performed questionnaire to the graduates of the 6th and 7th technical high schools. As the expertise in major subject or curriculum based on practical business on the site which was deficient in the 7th curriculum was adjusted in the 8th curriculum as follows so that the students entering technical high school can cultivate talent and ability as industrial technicians to play main role each area of industry so as to contribute to the industrial development and to acquire basic knowledge and technology in the related area, to understand the relation between economic development and industry by acquiring rudimentary knowledge and technique necessary for production activity and control of related area so that they can have the attitude to contribute to the development of person themselves and industrial society with the pride of industrial technicians.
Having the aspect of high industrialization, knowledge and diversification, modern society is in the age of unlimited competition of the advanced scientific technology. While most of student entering technical high schools in the past mainly intended to learn technique for employment, the students are not confined in such simple objective recently. Instead, they are more interested in entering university or other area with diversified courses. This research investigated the change in students' course and entering university caused by change in curriculum by comparing and analyzing the curriculum of subjects based on machine of the 6th and 7th technical high school. Compared to the 6th curriculum, the subjects of the 7th curriculum are established on the basis of theoretic and practical curriculum and organized mainly for entering university. Checking the change in the subjects of technical high school, 33 subjects in the 6th curriculum are changed to 21 subjects in the 7th curriculum with 12 subjects established or deleted. In the case of practical subject, much contents of learning were reducedby integrating theoretic and1) practical subjects. Thus this research performed questionnaire to the graduates of the 6th and 7th technical high schools. As the expertise in major subject or curriculum based on practical business on the site which was deficient in the 7th curriculum was adjusted in the 8th curriculum as follows so that the students entering technical high school can cultivate talent and ability as industrial technicians to play main role each area of industry so as to contribute to the industrial development and to acquire basic knowledge and technology in the related area, to understand the relation between economic development and industry by acquiring rudimentary knowledge and technique necessary for production activity and control of related area so that they can have the attitude to contribute to the development of person themselves and industrial society with the pride of industrial technicians.