고교학점제 도입으로 인한 농업계 고등학교 교사, 학생 인식

Abstract

This study aims to investigate the problems and perceptions of the operation of the high school credit system targeting teachers and students of agricultural high schools in the actual operation after the introduction for the successful operation of the high school credit system. The purpose of this study is to present a solution to help the efficient operation of the high school credit system in agricultural high schools. The research questions set to achieve these research objectives are as follows. First, what is the perception of teachers and students in the field due to the operation of the high school credit system in agricultural high schools? Second, what is the perception of teachers and students by variable due to the operation of the high school credit system in agricultural high schools? Third, how is the importance-practice (IPA) analysis of teachers and students due to the operation of the high school credit system in agricultural high schools? In order to achieve the above research objectives, theoretical considerations through literature and quantitative research using questionnaires were conducted. The questionnaire is for both teachers and students. The questionnaire for teachers consists of six areas: awareness of the operation of the high school credit system, selection of classes and career paths, curriculum, evaluation, operational basis, and student expectations for change. The subjects of the study were one agricultural high school each in Busan, Ulsan, and Gyeongsangnam-do, and the final number of responses was 113 teachers and 245 students. The analysis results obtained through these questionnaires can be summarized as follows. First, it is about the overall perception of teachers and students. First, teachers recognized the importance of the high school credit system operation, but were not satisfied with the operation as much as the importance. Second, in class and career selection, both teachers and students recognized the opportunity to change departments and the selection of double majors as important. Third, in evaluation, both teachers and students preferred process-type evaluation. Fourth, they pointed out the problems of the opening of various subjects and space and time, and recognized that it was important for teachers to acquire double major licenses. Fifth, while teachers and students recognized that all questions were important in the expectation of student change, they were not satisfied with the operation as much as they thought they were important in practice. The next part is about the difference in perception between teachers and students for each variable. First, by working area, Ulsan is positive and Gyeongsangnam-do is negative in the implementation of the department change meeting, the need for a curriculum differentiated from the NCS-based curriculum, the importance of course registration control, the importance of early graduation, and the operation of the no grade system. Recognized. Second, by age, all age groups recognize the importance of active career design and expertise in the field of major, and those in their 60s are negative and those in their 20s are positive in the implementation of the high school credit system operation, theory of other subjects, and practice ability. is recognized as Third, it was found that specialized subject teachers perceived more importance than normal subjects in the implementation of the high school credit system operation and the importance of obtaining dual teacher certifications according to their major. Finally, it is about importance and performance(IPA). As a result of analyzing the importance-practice items of the high school credit system, there was a difference in teachers' perceptions because the level of implementation was lower than the level of importance in the case of teachers. In the matrix, teachers have 6 items in the on-site maintenance area, 3 items in the priority area, and 5 items in the gradual improvement area. Since the questions are distributed, educational support suitable for each area is required. Therefore, in order to successfully operate the high school credit system in agricultural high schools, it is necessary to check the current status of problems in each area and make continuous efforts to improve them.