K or ea Res ear ch In st it ut e for V ocat ion al E du cation an d T r ainin g
Res ear ch - in Ch ar g e : S ooky oun g Lee Res ear ch S t aff : Ch an g ky o S eo
S ooky oun g By u n
T h e purpose of t his r esearch w a s t o an aly ze th e pr act ical is su e of t eachin g - learn in g m eth od s in v ocat ion al high sch ools , t hr ou gh t h e field appr oach b a sed on learn in g t im e an aly sis on t h e r esult s of ob s erv at ion . A lso w e recom m en ded v ariou s m et h ods for th e im pr ov em ent of t eachin g - learn in g in v ocation al high sch ools . F or t his purpose, t h e r esearch fir st ly , su rv ey ed th e ch ar act erist ics of v ocat ion al high sch ools t hr ou gh div er se dat a in dom est ic an d ab road . T h e r esear ch also an aly zed t h e m eanin g of t h e le s son h ou r r elat ed t o t h e t ea chin g - learn in g m et h od . S econ dly , th e r es ear ch an aly zed t h e sit u at ion s an d pr oblem s of t h e t eachin g - learn in g m eth od in v ocation al high sch ool cla s ses w it h ob serv at ion . T hir dly , t h e r es ear ch s ear ch ed t h e appropriat e t eachin g - learn in g m et h od in v ocation al h ig h sch ool cla s ses , an d gr op ed ou t th e de sir ab le m odel. F ourt h , t h e r es ear ch ex am in ed t h e m et h od of im prov em en t applicable t o th e t eachin g - learn in g in v ocat ion al high
sch ools b y m ean s of t h e con sult ation b et w een t h e ex pert ises .
1 . T h e F i e l d A n aly s i s of th e T e a c h in g - L e arn in g M e th o d
1 ) T h e a n a ly s i s o n t h e c o n c e n t rat i on rat e an d t im e s p a n
T h e r esear ch sh ow ed t h at t h e st u den t s ' av er ag e con cent r at ion tim e r at es an d tim e sp an s am on g 3 sch ools m ark ed in it s efficien cy a s th e or der of follow , "m aj or pr act ice su bj ect , m aj or t h eory su bj ect an d g en er al su bj ect "(m aj or pr actical su bj ect > m aj or th eor et ical subj ect > g en er al su bj ect ). T h e g en er al subj ect s an d m aj or t h eory su bj ect s w er e n ot r em ark able on th e differ en ce of t h e con cen t ration rat es an d tim e span s , bu t t h e g en er al su bj ect s an d m aj or pr act ical subj ect s w er e distin g uish ed sign ificant ly . T h at m ean s , t h e con cent r at ion r at es of t h e st u den t w ere high er in activ it y cent er ed su bj ect th an th eor et ical cent er ed on e (in th eir m aj or pra ctical subj ect ).
T h e differen ce in t h e con cent r ation r at es on each su bj ect s w a s ob v iou s am on g low er g r ade m ark ed st u dent s . Low er gr ade stu dent s sh ow s v ariety in con cent r at ion r at e depen d on th eir kin d s of subj ect s . T h r ou gh t his , w e cou ld deriv e t h at high er g ra de m ark ed st u den t s g en er ally h av e high an d ev en con cen t ration lev el un relat ed t o t h eir subj ect s , b ut low er gr ade m ark ed st u den t s are n ot .
Larg ely , in th e ca se of t h e low er g r ade stu dent s , th e con cen tr at ion r at es an d t im e span s in m aj or pr act ical subj ect s w ere high er appr ox im at ely 2.3 - 3.7 com p ar ed t o t h e g en er al su bj ect s ev en t h ou g h it is n ot all t h e w ay s am e t o each s ch ools . Lik e th is low er lev el stu dent ' s con cen t ration r at es in t h e m aj or pr actical su bj ect s w er e sim ilar t o hig h er lev el stu dent s , an d s om et im es it sh ow ed r at h er high dep en d on t h e sch ools .
F r om t h e fact , w e n ot iced t h at low er lev el stu dent ' s con cent r at ion r at es an d act of part icipatin g in pr act ice cen t er cla s s w a s prov ed a s high a s h ig h er lev el st u den t in activ it y cla s s .
N ot only in m aj or pr act ical cla s s , also in th eor et ical subj ect (g en eral, m aj or t h eory ) low er lev el st u den t s dem on st r at ed high con cent r at ion lev el, an d w e cou ld deriv e m ain ly t w o fact s fr om t his t each in g - learnin g m et h od .
F ir stly , t his w a s r em ark able in th e ca s e of act iv it y cla s s th at gu idin g st u den t int o t h e activ e part icipation .
S econ dly , t each er s led t h e cla s s r elat ed t o st u den t s ' r eal life in th e cla s s .
2 ) T h e a n a ly s i s o f th e re du c t i on o f s tu de n t s ' a c t u al le a rn in g t im e Virt u ally , st u den t ' s actu al cla s s h ou r w a s le s ser th an 50 m inu t es (t h e form al cla s s h ou r ) b ecau s e of m an y r ea s on s . T h e an aly sis on t h e r edu ct ion of st u dent s ' act u al learn in g h our w a s perform ed by div idin g it in t o 5 st ag es in t h e learnin g h our , furt h erin g t h e in div idu al st u dent s ' act u al learnin g h ou r a s th e follow in g .
(1) A ccor din g t o th e re sear ch , t h e r edu ct ion of act u al learn in g t im e occurrin g b et w een "th e form al cla s s h our " an d "t h e act u al cla s s h our "
pr ov ed t h at t h e official cla s s h ou r of all of t h e ob serv ed s ch ools w a s le s s th an 50 m in ut es , an d th e cau s e of t h e tim e spen t w a s m ain ly fr om t each er ' s delay w alkin g an d stu dent ' s t ou rin g int o t h e cla s sroom .
(2) T h e los s of t im e fr om "t h e actu al cla s s h ou r " t o "t h e w h ole les s on opport u nity t im e" w a s em ph a sized in t h e g en er al subj ect an d m aj or t h eoretical cla s s (t h at ar e th eory cla s ses ) t h an m aj or pra ctice subj ect (th at is pr act ical cla s s ). E specially , th e los s of cla s s h ou r w a s at tribut e t o t h e t each er cont r ollin g stu dent s durin g t h e g en er al an d m aj or th eor et ical
cla s s t h at ar e t h eory cla s se s . A lso, in t h e subj ect w it h w h ich adv an ced m edia et c., lab cla s s , t h e los s of t im e w a s m ainly cau s ed by th e cla s s pr ep ar ation , an d t each er s ' lab m at erial m anipu lat ion , an d in th e g en er al su bj ect by t h e ch eckin g of pr es en ce an d t h e t ex t pr og re s s et c.
(3 ) T h e los s of learn in g tim e b et w een "t h e w h ole les s on opport u nity "
an d "th e act u al les son opport u nity " occurr ed fr om t h e st u den t s finish ed t h e learnin g t a sk early , an d fr om th e st u den t s w h o w aitin g t h eir tu rn s in t h e lab cla s s w h ose m at erial w a s in su fficient .
2 . Con c lu s i on
Con s equ en t ly , in th e a spect of t h e t each in g - learnin g qu alit y , it pr ov ed t h at (1) t h e st u den t ' s activ it y cent er ed les son (in div idu al, gr oup et c.) an d (2) t h e st u den t s ' r eal life, ex perien ce cen t er ed t eachin g m et h od enh an ced t h e con cen t ration tim es sp an s m ost effect iv ely am on g th e hig h sch ool st u den t s . P r act icin g t h e t eachin g - learn in g m eth od , w e poin t ed ou t t h e cau ses of th e t im e los s in th e les s on a s a ph y sical fa ct or ; t each er ' s delay of w alkin g in t o t h e cla s sr oom , stu dent s ' w ait in g for t h eir t urn s an d cla s sroom t ou rin g et c. cau sed by in su fficien cy of lab m at erial. S o it w a s r equir ed t h at t h e elim in at in g of t h e se cau s es at b est in t h e t eachin g - learn in g m et h od.
A pply in g t his dat a b a sed on t h e desir able t ea chin g - learn in g m eth ode an d th e m odel cla s s in v ocat ion al h ig h sch ools a s th e appr opriat e m et h od s , w h at sh ou ld b e ah ead of for im pr ov em ent in edu cat ion al field w er e a s follow ed .
T h e effect iv e dev ices of t h e t eachin g - learnin g m eth od in qu alit ies w er e, fir st , t h e ev alu ation of th e learn er ' s lev el an d capacit y t hr ou gh t h e
placem en t t e st from t h e b eginn in g of t h e cla s s , s econ d , t h e s election of t h e cu rricu lu m s t h at ex poses th e st u den t ' s r eal life an d ex p erien ce, t hir d, t h e arr an g em en t of st u den t ' s act iv it y cent er ed cla s s h our , an d in la st , t h e effectiv e applicat ion of div er se le s son m at erial.
T h e is su es an d r esolu tion s for th e qu ant it at iv e a spect of t h e t eachin g -learnin g w er e (1) t h e set up of su cce s siv e les s on b ot h g en er al subj ect s an d m aj or t h eor etical su bj ect s , (2) th e run nin g of fu ll tim e su bj ect cla s se s , (3 ) t h e in st allm ent of facilit y an d equipm en t , (4 ) th e em ph a sizin g of t h e g en er al subj ect t each er ' s t r ain in g , (5 ) con n ect ion b et w een th e g en er al su bj ect s an d m aj or su bj ect s , (6 ) t h e t ex t r ev ise t h at pur su in g st u den t s ' act iv it ies , (7 ) th e im pr ov em en t of curricu lu m an d t im e for t h e em ploy m en t of hig hly qu alified ex pert ises , an d (8 ) t h e sear ch in g an d ex t en sion of t h e high - qu ality t ea chin g - learn in g m et h ods in t h e r eal cla s sr oom .
부 록
부록 1. 학습시간 분석표
99부록 2 . 현장 교수- 학습방법 사례
105Ⅰ . 보통 교과 107
II . 전문 교과 167