[Establishment of Career Education Model Linked to Curriculum (Ⅱ)] Establishment of Career Education Model Linked to Curriculum (Executive Report)

본 연구의 핵심 목표는 교사지침서 및 학생활동지의 인쇄자료와 교과통합 진로교육의 효과적 교수-학습 방법을 도와주는 e-learning 매체를 개발하여 3차년도 시범적용 및 보급·확산의 완결성을 지향하는 것에 초점을 두고 있다.This research was performed as the second year of research work in continuing 3 years of series(2008-2010) with the cooperation of National Research Council for Economics, Humanities and Social Sciences. It begins with the purpose of revitalizing career education responding to rapidly social changes and strengthening cooperation between researchers and school practitioners. To achieve these purposes, educational goal and motivation in each general subject was integrated with ‘career competency elements’ at the first year of this research(2008). Based on the result of the first year of research, curriculum for the integrated career education focused on the subject such as ‘Korean Literature’, ‘Mathematics’, ‘Sociology’, ‘Technology &ampHome Economics’, and ‘Ethics’ from elementary to high school level was developed at this second year(2009). Therefore, 6 types of printed and 26 e-learning materials of integrated career education were developed. In addition, both report of ‘international advanced cases for integrated career education’, and ‘comprehensive sum-up research work of 2009’ were published at this year. Even this research was placed upon an inter-mediate phase of full three-year research, the second year of this research plays an essential role for sustaining persistency from the result of first-year research and making continuation to the completion of final-year one. Chapter 1 mainly contains the introduction of this researchresearch necessity, research purpose, terminology, research contents, research methods, and research strategy. Chapter 2 summarizes theoretical backgrounds and contents represented at three workshops held in the purpose of establishing fundamental concepts and methods for developing integrated career education materials. Before developing materials, there was the strong need for understanding and agreement of the goal and process among both researchers and development staffs in earnest manner. Specifically, this chapter deals with those four issues: 1) First of all, this chapter arranged the basic concepts -definition, philosophy, and models- in the view of the integrated curriculum in career education2) “What contents does integrated career education teach?” explains ‘career development competencies’, which contains initial formulation, categorization, specification process of establishing career development competencies. Through these full processes, finally 11 competencies, categorized into 5 super-concepts, were confirmed3) “How should integrated career education be served for students?” summarizes teaching-learning methods only for the integrated career education4) “How can integrated career education be implemented and evaluated?” discusses issues about implementation and evaluation of those curriculum in real school settings. Chapter 3 summarizes the procedure of developing materials for integrated career education as three phases1) initial phase, 2) processing phase, 3) completion phase. 1) In the initial phase, three workshops were held in order to sustain continuation of the first-year research, and set up fundamental strategies for developing materials. These workshops have made profits for all participants, both researchers and developers, to comprehend theoretical backgrounds and knowledges. 2) In the processing phase, the fourth workshop was proceeded, in which, materials of each subject were monitored and discussed for better completion. 3) In the completion phase, more concentrated works and school subject focused meetings were performed. Through those all phases, 6 types of lesson materials, including guideline and syllabus for teachers and self-directed paper-pencil materials for students, and 26 e-learning sub-materials for lessons (short movie/animation type) were developed. Chapter 4 focuses on supportive systems for integrated curriculum in career education in cases of advanced countries such as U.S.A, France, Finland, and Denmark. The general implication from those cases was to support integrative perspectives between career education and general subjects into educational circumstances. To investigate the best practices of integrated career education from the advanced countries at the level of national, state, and school, researchers made the oversea business trip for the focused-interview with the professionals and collection of the data. Especially, this chapter was in the purpose of suggesting effective ways for disseminating of integrated career education in aspect of supportive systems. Chapter 5 contains activating strategy of integrated career education in aspect of both short-term and long-term. 1) As a short-term strategy, this chapter suggests introductory strategies for implementing integrated career education in pilot schools, which is main goal of the third-year of this research. Implementing pilot schools has both passive and active significance. In a passive aspect, it is expected to discern validity of materials and in an active aspect, to examine availability in school field. 2) This chapter also analyses current status of national curriculum and diagnoses status of career education in Korea as general area, served across all of the general school curriculum, and as independent area. served in specific subjects and extra curricular activities. Based upon consideration, two ways of ‘general curriculum above distinct subjects’ were suggested, which integrate knowledge and activities of subjects and career education. 3) As a long-term strategy, activating career education should ultimately be in the context of integrated curriculum in career education. Persistent barriers against activating career education from the past were mentioned, and suggests strategies of activating career education in levels of national, local, and schools. Finally, Chapter 6 makes a conclusion in the total meaning of this full research and suggested several implications and recommendations for the next third-year research(2010).목 차 요 약 제1장 서 론 제1절 연구의 필요성 및 목적 1 1. 연구 필요성 1 2. 연구 목적 4 제2절 연구 내용 및 방법 6 1. 2차년도 연구 내용 6 2. 연구 방법(인쇄자료 e-learning 자료 개발 방법) 8 3. 자료개발 추진 전략 11 제2장 교과통합 진로교육 이해 제1절 교과통합 진로교육 유용성 17 1. 개념정의 17 2. 교과통합 진로교육 철학 20 3. 교과통합 모형 및 연속선 21 4. 교과통합 진로교육 유용성 29 5. 결론 31 제2절 교과통합 진로교육 무엇을 가르칠 것인가? 33 1. 개념정의 33 2. 진로개발 역량 추출 과정 34 3. 진로개발 역량 범주화 39 4. 진로개발 역량 상세화 41 5. 5개 주요 교과목 관련 직업 58 6. 학교급별 진로개발 역량 수준 59 7. 2009년 진로개발 역량 범주화에 따른 1차년도 자료시안 빈도 61 8. 2009년 자료개발에 나타난 진로개발 역량 76 9. 결론 79 제3절 교과통합 진로교육 어떻게 가르쳐야 하는가? 81 1. 개념 정의 81 2. 교과통합 진로교육 교수­학습 방법론 82 3. 일반 교과의 교수-학습 방법 84 4. 과목별 교과통합 진로교육 방법론 102 5. 2009년 자료개발을 위한 교과통합 진로교육 방법론 선택 준거 113 6. 결론 116 제4절 교과통합 진로교육 어떻게 운영 평가해야 하는가 ? 117 1. 교과통합 진로교육의 전반적 학교 운영 절차 117 2. 교과통합 진로교육의 세부 수업 운영 방식 126 3. 교과통합 진로교육의 평가 132 4. 결론 137 제3장 교과통합 진로교육 자료개발 제1절 자료개발 준비ㆍ과정ㆍ종결 단계 139 1. 자료개발 준비 단계 139 2. 자료개발 과정 단계 158 3. 자료개발 종결 단계 161 4. 결론 164 제2절 교과통합 진로교육 개발 인쇄 자료개발의 과목별 특징 165 1. 국어과 교과통합 진로교육 자료개발 165 2. 수학과 교과통합 진로교육 자료개발 183 3. 사회과 교과통합 진로교육 자료개발 192 4. 도덕과 교과통합 진로교육 자료개발 206 5. 기술ㆍ가정과 교과통합 진로교육 자료개발 217 6. 초등교육 교과통합 진로교육 자료개발 221 7. 결론 231 제4장 외국의 교과통합 진로교육 지원체제 제1절 미국의 교과통합 진로교육 지원체제 233 1. 미국 교과통합 진로교육 개괄 233 2. 미국 교과통합 진로교육 사례 238 3. 미국 교과통합 진로교육 지원체제 240 4. 시사점 248 제2절 프랑스의 교과통합 진로교육 지원체제 251 1. 프랑스 교과통합 진로교육 개괄 251 2. 프랑스 교과통합 진로교육 지원체제 256 3. 시사점 260 제3절 핀란드의 교과통합 진로교육 지원체제 262 1. 핀란드의 교과통합 진로교육 개괄 262 2. 핀란드 교과통합 진로교육 지원체제 268 3. 시사점 278 제4절 덴마크의 교과통합 진로교육 지원체제 281 1. 덴마크 교과통합 진로교육 개괄 281 2. 덴마크 교과통합 진로교육 지원체제 283 3. 시사점 289 제5장 교과통합 진로교육 활성화 전략 제1절 3차년도 연구를 위한 연구학교 운영 293 1. 2010학년도 정책연구학교 운영의 필요성 및 목적, 연구내용 293 2. 2010학년도 정책연구학교 운영 전략 295 3. 2010학년도 정책연구학교 운영 평가 303 4. 결론 303 제2절 학교 교육과정 상의 진로교육 방향 304 1. 학교 교육과정 상의 진로교육의 위치와 변화 304 2. 국가 교육과정 체제 하의 진로 교육과정 구성 현황 307 3. 학교 교육과정 상의 진로 교육과정 재구상 323 4. 결론 341 제3절 진로교육 활성화 전략 342 1. 국가 및 교과부 차원의 활성화 지원 전략 343 2. 지방 교육청 차원의 활성화 지원 전략 354 3. 일선 학교 차원의 활성화 전략 362 4. 요약 368 제6장 결론 및 제언 SUMMARY 377 <부록 1> 2010학년도 연구학교 운영 계획 381 참고문헌 38