The Current Status of Basic Competencies of Vocational High School Students

본 연구는 실업계 고등학교 교육 목표 달성을 위한 전문 교과학습에 필요한 기초 교과 중 우선적으로 국어, 영어, 수학 교과목에 대한 학생들의 기초 수학능력 수준을 파악하고 국어, 영어, 수학 교과목의 수준과 내용 및 전문교과와의 연계에 대한 교사 및 학생의 인식정도를 검토함으로써 실업계 고등학교 학생들의 기초 수학 능력을 향상시킬 수 있는 교육 개선 방안을 제시할 목적으로 수행되었다.The purpose of this study is to examine the basic schooling competencies and the learning status of the vocational high school students and to prepare for the educational improvements for the lack of competencies. Major research methodologies include literature review, data analysis, interview with teachers and educational administrators, focus group meeting with experts, tests for language, math and English, and survey by students and teachers. The basic competencies are limited to language, mathematics and English. The test results show that 17% of students do not reach the minimum requirements for learning specific courses in vocational areas in language (Korean), 35% of students are under the minimum requirements in English, and 57% of students do not meet the minimum requirements in mathematics. Looking at the fields, students from commercial fields had the highest scores, followed by those from industrial fields and agricultural fields and those from marine field had the lowest scores. Among those students, only 24% of students responded that their level of competencies for language (Korean) equaled to the first grade of vocational high school. And 9% of students replied their level of competencies for English and mathematics, respectively, were equal to the first grade of high school. Furthermore, about 40% of students responded that they somewhat lacked basic schooling competencies but were able to perform tasks in their major areas without big troubles. Approximately 22% of their students responded that although they lacked basic schooling competencies somewhat, they would have not much trouble in studying in 2-year college. Looking at the way curriculum is operated, about 70% of teachers for language, English, mathematics and major fields reported that they reedited textbooks and chose a part of them because the texts did not match with the level and needs of students. The learning desires, interests, concentration on class, and understanding by students were very low and those of students rated by teachers were even lower. The request for textbook improvement said that about half of students and more than 80% of teachers agreed with the statement that the contents of textbooks for language (Korean), mathematics and English should be modified to match with the level of students. About 60-70% of students and 90% of teachers responded positively to the statement that textbooks should be written rather easily and the quantity of the textbooks reduced. There were conflicting opinions on the number of class hours for language, mathematics and English, i.e., about 60% of students disagreed with increase in class hours, while 80% of teachers affirmatively responded. Regarding the development of integrated textbooks, 45% students of industrial fields, 34% of commercial fields and vocational fields responded positively. As to the development of textbooks (language, mathematics and English) for vocational high school, more than half of students and teachers responded positively. As educational improvement methods for basic schooling competencies, short-term strategies and mid-to-long term strategies are suggested. As short-term strategies, developing supplementary textbooks, especially for those below minimum requirements and implementing supplementary classes for them is requested. In addition, joint training for both language, mathematics and English is essential for developing new instructional and learning methods as well as integrated textbooks. As to mid-to-long term strategies, graduation certification system or developing scholastic tests by fields may supplement with shortcomings of the current system, such as automatic graduation, and inhibition on postponed graduation and failure in class. Lastly, development of curriculum and textbooks for language, mathematics and English in specific fields needs to be considered from a long-term perspective.연구요약 I. 서 론 1 1. 연구의 필요성 및 목적 1 2. 연구의 내용 2 3. 연구의 방법 4 4. 연구의 한계 12 II. 이론적 접근 13 1. 시발점 행동(entry behavior)의 개념 13 2. 직업기초능력의 개념 및 선행 연구 14 3. 기초 수학능력 개념 15 4. 수학 능력 평가 선행 연구 17 5. 최저 통과 점수 설정 방법론 21 III. 실태 조사 분석 결과 27 1. 기초 수학능력 27 2. 기초 수학능력 인식 39 3. 기초 수학능력 관련 변인의 분석 47 4. 기초 수학능력 관련 교과서 개선 요구 71 IV. 결론 및 제언 93 1. 연구 요약 93 2. 제언 96 3. 활용방안 102 참고문헌 105 ABSTRACT 109 부 록 11