발달장애학교 중학교과정 직업교과 담당교사의 직업교과서 활용에 대한 인식

Abstract

This study was intended to identify supplement points and improvement points for using 2011 revised middle school vocational textbook by investigating general recognition, satisfaction level, and specific usage of vocational textbook of teachers for middle school courses at special school of developmental disabilities. To this end, this study selected 167 vocational teachers for middle school courses at 17 special schools of developmental disabilities from 9 districts. As a result, the application rate of vocational textbooks of teachers for middle school courses at special school of developmental disabilities was below 40%. It was identified that they reconstructed the textbook contents or adjusted the order according to the students level, and they were mainly used as the supplementary data. The satisfaction level for textbook structure was in the order of content structure, external system, content presentation, content selection, and assessment. The application degree of vocational textbook was in the order of vocational life, job search, vocational preparation, and career planning. It is important to supply good textbooks, but the research results suggested that it is necessary to provide more effective delivery system as training the reconstruction method of textbook contents, reviewing the effect of reconstruction by area through various cases, and supplying application manual.