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2011 특수교육 교육과정 기본교육과정 진로와 직업 중·고등학교 성취기준 분석 원문보기

  • 저자

    김륜경

  • 학위수여기관

    공주대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    중등특수교육전공

  • 지도교수

    김삼섭

  • 발행년도

    2014

  • 총페이지

    iv, 46 장

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13532654&outLink=K  

  • 초록

    The objective of this study is to analyze achievement standard types of career and vocation in middle, high school of 2011 special educational basic curriculum based on Boom's new educational goal taxonomy. Research problem was intended first to explore achievement standard type of career and vocation in middle school and second, that of career and vocation in high school and third to compare achievement standard type of middle, high school. As an analysis procedure, the researcher analyzed 548 achievement standards types of career and vocation in middle, high school of 2011 special educational basic curriculum that were deduced depending on vocational living, search, preparation and career guide in 4 areas based on Boom's new educational goal taxonomy and through review and discussion by reviewer 1 and 2, following conclusion was obtained. First, when observing types of career and achievement standards of vocational middle school by each area, in vocational living area, knowledge level was mostly occupied by procedural knowledge and in a level of cognitive process, its application was mostly represented and when crossly observing knowledge level and cognitive process level, it was represented in the order of procedural knowledge-application, meta-cognitive knowledge-application, concept knowledge-understanding and real knowledge-understanding. In knowledge level of vocational search area, procedural knowledge was mostly represented and in cognitive process level, application was mostly represented and when crossly observing knowledge level and cognitive process level, it was represented in the order of procedural knowledge-application, real knowledge- memory, real knowledge-understanding. In knowledge level of vocation preparation area, procedural knowledge was mostly occupied and in cognitive process level, understanding was mostly occupied and when crossly observing knowledge level and cognitive process level, it was represented in the order of concept knowledge-understanding, procedural knowledge-application and procedural knowledge-memory. Achievement standard area of career guide area was mostly occupied by meta-cognitive knowledge in knowledge level and in cognitive process level, ratio of understanding was the highest and when crossly observing knowledge level-cognitive process level, it was represented in the order of concept knowledge-understanding, meta-cognitive knowledge-understanding. Second, when observing career and achievement standard types of vocational high school by each area, in vocational living area, procedural knowledge was the highest in knowledge level and in cognitive process level, its application was represented to be high and when crossly observing knowledge level-cognitive process level, it was represented in the order of procedural knowledge-application, meta-cognitive knowledge-application and procedural knowledge-memory. In case of knowledge level in vocational search area, meta-cognitive knowledge showed a high ratio and in cognitive process level, application was represented to be the highest and when crossly observing knowledge level and cognitive process level, it was represented in the order of procedural knowledge-application, meta-cognitive knowledge-application and concept knowledge- understanding. In case of knowledge level in vocational preparation area, it was mostly occupied by meta-cognitive knowledge and in cognitive process level, it was mostly occupied by application. When crossly observing knowledge level and cognitive process level, it was represented in the order of procedural knowledge-application, meta-cognitive knowledge-application and concept knowledge-application. When observing achievement standard types of career guide area, in case of knowledge level, meta-cognitive knowledge was mostly represented and in cognitive process level, application was mostly represented and when crossly observing knowledge level and cognitive process level, it was represented in the order of meta-cognitive knowledge-creation, meta-cognitive knowledge-evaluation and meta-cognitive knowledge- application type. Third, when generally comparing achievement standard types in 4 area of career and vocation in middle, high school, first, in knowledge level, procedural knowledge was mostly represented in middle school whereas in high school, meta-cognitive knowledge was mostly represented and in cognitive process level, application type was highly represented in both middle and high school and when crossly observing knowledge level-cognitive process level, procedural knowledge-application was mostly occupied in both middle and high school. Procedural knowledge type and application type were mostly represented in view of subject features of career and vocation but an area where these types were excessively biased was also observed. Therefore, teachers are required to prepare for a class so that the students could learn based on diversified knowledge and cognitive processes during class and in order to ensure balanced curriculum, it is hoped that research result would be utilized as a basic data in designing curriculum in the future. In addition, it is expected and suggested that if analysis on affective and psychomotor area should be also performed in the future, utilization level of research result would be further enhanced.


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