고교학점제 도입에 따른 최소 성취수준 보장 지도 지원 방안

Abstract

The purpose of this study is to derive implications through monitoring how schools are implementing minimum achievement level assurance guidance, what difficulties they face, and what measures are available to support them in order to stabilize the high school credit system that will be fully implemented in 2025. To this end, a survey was conducted on teachers from 68 schools participating in the study, and case studies were conducted on three schools to gain an in-depth understanding of the overall operation of the high school credit system at each school. As a result of the study, it was confirmed that there is a need for reducing teachers' workload and providing human resources, developing objective basic academic ability diagnosis items, and developing online teaching and learning programs in relation to the operation of the minimum achievement level assurance guidance. In addition, it was confirmed that there is a need for developing various programs for emotional stability and raising awareness of students and parents in order to increase the participation rate of guaranteed guidance for students. Based on this, it was suggested as a policy recommendation to develop various teaching and learning materials and programs including support for students' emotional stability and career exploration programs, and to operate guaranteed guidance by integrating it with basic academic ability guidance to reduce teachers' teaching burden and relieve students' learning fatigue. This study is expected to provide implications for the stable implementation of the minimum achievement level assurance guidance after 2025 when the high school credit system is fully implemented.