직업계고 식품가공과 교육과정의 운영 실태 및 교사 인식 분석

Abstract

The purpose of this study is to analyze teachers' perceptions. 2015 Revised Food Processing Curriculum. Furthermore, it is to identify the operational status and problems of how to apply it to the actual field of the school, and to suggest improvement plans for the 2022 revised food processing curriculum. To investigate these studies, the following research questions were set. First, what is the current status of the 2015 revised curriculum in the Department of Food Processing at vocational high schools? Second, what are the problems with the operation of the 2015 revised curriculum in the Department of Food Processing in vocational high schools? Third, what are the measures to improve the operation of the 2022 revised curriculum of the food processing department of vocational high schools? Based on the above research questions, more than 120 food processing teachers from vocational high schools across the country were selected as research subjects. Research data were collected using questionnaires. The survey was conducted from March 21 to March 28, 2023, and a total of 120 copies were collected, but 115 copies were used for the final statistical analysis, excluding incomplete responses. In the case of data analysis, frequency analysis, descriptive statistics, cross-analysis, reliability analysis, independent sample t-test, one-way batch variance analysis, and post-verification were performed. The conclusions and discussions on the operation status and problems of the 2015 revised vocational high school food processing curriculum and the 2022 revised food processing curriculum improvement plan are as follows. Teachers' perception of food processing and curriculum operation recognized the operation status and problems of the 2015 revised curriculum and confirmed that they were willing to improve when operating the 2022 revised curriculum. First, it is a discussion on the operation status of the revised curriculum in vocational high school 2015. It was recognized that 'school practical subjects are being efficiently conducted to cultivate practical skills.' It is necessary to organize schools so that students can learn various practical subjects and train professionals without being concentrated on specific practical subjects. Second, it is a discussion on the problems of operating the revised curriculum in vocational high school 2015. It was recognized that‘it is difficult to operate the curriculum because the level of technical personnel pursued by food companies and communities was not identified.’It is necessary to recognize the need for continuous interest and cooperation from food companies and communities as well as schools and teachers. Third, it is a discussion on how to improve the operation of the revised curriculum in vocational high school 2022. It was recognized as ‘I am willing to increase the utilization of the curriculum by receiving human resources, teaching aids, practice fields, and equipment necessary for the school.’Teachers seem to be interested in implementing the revised curriculum and have a high willingness to improve the curriculum. An in-depth teacher training system is needed, not an abstract word or sentence written in the curriculum, but a training system that replaces practical helpful class materials and video materials.