수산·해운계열 냉동분야 교육과정 운영 현황 분석

Abstract

The 2015 revised curriculum was announced in parallel with the current government's national task, “Creation of Capability-Based Society, Not Education.” A competence-oriented society means that companies hire people based on work suitability rather than so-called 'spec'-based recruiting methods such as education, qualifications, and language skills. The biggest change in the 2015 revised curriculum for specialized high schools and industry demand-oriented high schools is the formation and operation of high school vocational curricula based on the National Competency Standards(NCS). With the introduction of the NCS-based curriculum in the 2015 revised curriculum, specialized high school teachers will play the role of curriculum experts who directly design and execute curriculum based on NCS in the vocational education field. However, with the government's intention to make a lot of changes in a relatively short period of time, front-line teachers have not been fully prepared and worried about the development of textbooks, teacher training, equipment and facilities, supplementing related systems, and setting long-term educational directions. It is necessary to respond proactively to the difficulties and problems encountered. Therefore, this study derives the problems of NCS-based curriculum management through Giorgi's phenomenological research method for teachers in the field of refrigeration. From this, we will suggest ways to improve the operation of the NCS curriculum in the refrigeration field and provide assistance in organizing the curriculum that reflects the needs of the education site. The research questions for this purpose are as follows. First, how is the education and training system for fisheries and marine products frozen? Second, what are the problems with the operation of fisheries and marine refrigeration courses? Third, what is the direction of improvement for the efficient operation of the education courses in the fisheries and marine refrigeration sector? This study conducted a Focus Group Interview(FGI) on five field teachers in order to grasp the teachers' awareness of the difficulties in operating the NCS curriculum in the fisheries and shipping fields. This study also used the method of object sampling. The interviewed subjects are teachers who are in charge of NCS subjects in the fisheries and marine refrigeration field in their 20s and 40s. First, in order to find out the operation status of the curriculum in the fisheries and marine refrigeration field, we analyzed and analyzed the curriculum of the three schools nationwide. . Secondly, to find out the problems in the operation of the curriculum in the fisheries and marine refrigeration field, we interviewed teachers who are operating the NCS curriculum in the refrigeration field using Giorgi's phenomenological research method. The conclusions of the study are as follows. First, in order to grasp the operation status of the fisheries and marine refrigeration curriculum, we compared and analyzed the specialized curriculum II curriculum of the school where the refrigeration curriculum is operated. The three schools in the study designated successful professional life subjects newly created in the 2015 revised curriculum as specialty courses. In addition, I was allocating a lot of time for the training class. In the case of Incheon Maritime Science High School, most of the basic subjects specified in the mechanical special education curriculum were faithfully organized. In the case of practical courses, the core of the NCS curriculum, Chungnam Maritime Science High School was the most active. For other subjects, refrigeration and air-conditioning equipment was still arranged, although the subject was deleted from the 2015 revised curriculum. All three schools did not offer boiler-related courses. Second, Giorgi's phenomenological method was used to derive operational problems of the fisheries and shipping frozen food curriculum. The problems were largely categorized into four parts: curriculum part, evaluation part, teacher competency part, and ministry policy. The main themes were derived from six major themes: curriculum management and organization, NCS competency units and learning modules, linking practical courses and qualification courses, assessments in the NCS curriculum, teacher competency issues, and NCS curriculum support at the ministry level. As a result, 20 central meanings were derived. The participants' perceptions of the organization and operation of the curriculum, the level of competence units or learning modules, and the difference between the existing curriculum and the NCS curriculum were generally negative. On the other hand, they showed a positive attitude toward the evaluation by performance evaluation only. Performance ratings were thought to increase student participation. However, they pointed out guidelines for performance-based evaluation. He also said that training on the competency issues of teachers is necessary to operate the NCS curriculum. In the government support section, the absence of a national research institute, formal teacher training, lack of teachers and overwork, and difficulty in securing equipment were clearly difficult tasks for individual teachers to solve. Third, the improvement direction is as follows. In the curriculum part, teachers should know the NCS-based education correctly and organize and operate the curriculum. Also, in order for the learning module to be effectively used in specialized high school, level adjustment is necessary to suit the career of the specialized high school students. There is a need to strengthen the link between NCS-based qualifications systems and NCS learning modules. In the evaluation section, evaluation in the high school curriculum is also based on the NCS-based qualification system, and it is necessary to improve the utilization of the evaluation results. There is a need for effective training to strengthen the teaching capacity in the teacher competency area. In addition, according to the formation of NCS-based curriculum, it is necessary to reform the contents of education of teacher training institutions. The Ministry of Education should support regular textbooks for NCS-based textbooks, including restructuring and expanding training materials, reducing the number of students in training classes, supporting teacher supply, substituting field-based education based on industry-academia cooperation, and learning modules. Since this study is limited to five teachers in schools that organize fisheries and marine refrigeration curriculum, it is difficult to generalize the results. However, it is meaningful that in-depth study on the operation of the NCS curriculum based on the experiences of frontline teachers working in the field led to practical problems and improvement directions in operating the refrigeration sector.