직무능력 향상을 위한 블렌디드 러닝 기반 NCS 제과 수업모형 개발 및 효과 연구

Abstract

This study was designed to develop a blended learning-based NCS confectionery class model for job competency improvement, and was conducted according to the ISD. The instructional model was designed based on the basic data collected from literature research and FGI to achieve the research purpose. The class model and teaching·learning material development were reviewed by experts to verify the validity of the class model, and the final class model was developed by modifying and supplementing it. The effectiveness of the teaching model was verified by analyzing the pre·post test results of the professor's presence and the job ability by executing the developed class model. The implications for vocational education were derived and used for the evaluation and the feedback of the class model by analyzing the in depth interviews of participants in the implementation of the class model. First, the focus of this study's class model design was to divide the ISD stage analysis into the learner analysis, the literature analysis, the job analysis stages, and thoroughly analyze the class characteristics of the practical course confectionery to implement the blended learning application class, and to operate the NCS based curriculum. Based on the guidelines, the competency unit was reorganized to fit the high school confectionery class level within the scope of the national curriculum. Second, a blended learning class model was constructed by mixing the various teaching and learning methods suitable for the learning contents such as learner led online individual learning, practice, project method, cooperative learning, and expert lectures in teacher led skill practice classes such as direct teaching methods and demonstrations. In addition, the class was designed in such a way that the contents of individual learning, practice, and small group activities in the classroom of the blended learning model were linked, and the class was designed in a stage in which the educational content gradually develops into the basic theoretical education, the practical education, the practical training. Third, various teaching and learning materials to be applied to the implementation process of the blended learning based NCS confectionery class model were produced in the consideration of the learner level. By loading the pre produced practice videos and online lecture PPT by researchers into google classroom, remote class contents were provided so that individual learning can proceed smoothly. The study participants recognized the sense of the teaching presence in the practice video produced by the teacher and said that they were interested in participating in the remote class, confirming that the developed teaching·learning materials were effectively used in the execution of the confectionery class. Fourth, a blended learning based NCS confectionery class model was finally developed through the expert review. Training videos, lecture PPT, practice instructions, and group activity sheets produced in the course of class model development were produced after establishing a lesson plan in consideration of learner level, learning content, achievement standards, school conditions,teaching and learning materials which can be used for class were developed. Fifth, in order to verify the effectiveness of the class model development, a pre · post survey was conducted by dividing fourty students of third grade in the food service department of K specialized high school in Gyeongnam into an experimental group(N: 20) and a control group(N: 20). The measurement tools consisted of the general characteristics, the sense of the professor presence, the job basic ability, and the job performance ability. In order to verify the effect of the blended learning based NCS confectionery class model on the job competency and the sense of reality of the research participants, the independent sample t-test, matched sample t-test, and two way ANOVA were conducted. There was a statistically significant difference in ability and job performance, and the effectiveness of the classroom model execution was confirmed in the sense of the teaching presence and the job ability. Sixth, the implications of vocational education were derived by conducting in depth interviews with five researchers who participated in the implementation of the class model and analyzing the contents. As a result, the blended learning class was found to generate an interest in the class because it provides individual learning opportunities suitable for the learner's level and allows students to directly perform and complete tasks in practice. Therefore, blended learning, which consists of a mixture of on the job classes and online individual learning of practical and small group activities, had a positive effect on the confectionery practical classes, and is expected to be applicable to classes in related subject groups. However, as the participation of remote classes progresses, some problems arise that some students cannot continue to participate, so it was confirmed that the teacher's instructional strategy and the learner's voluntary participation attitude should be considered together, which can continue to participate in individual learning in distance learning.