기본교육과정 적용 전국 특수학교 실과교육 현황조사

Abstract

This study aims to determine the status of practical arts education in special schools that apply the basic curriculum including its operating system from teachers’ point of view and to suggest basic data required for the improvement of practical arts education. The objects of research were 100 teachers who are in charge of practical arts education from 58 schools out of the 112 special schools in Korea. The items of questionnaire were made based on preceding research and education curriculum. To verify the reliability of questionnaire items, a preliminary examination was conducted before circulating the questionnaire. The results of research were as follows: First, it shows that practical arts teachers generally recognize the need for practical arts education and most schools have been operating the practical arts class for 2 hours a week focusing on the acquisition of technical literacy for daily life since 2009. Second, the contents of practical arts education consist of compendious subjects such as individual and family, dietary life, housing life and household items focusing on the correlation with the levels and characteristics of students and home and local community. Third, teaching-learning methods of practical arts are to set the goal considering the characteristics of students and education curriculum and to carry out experiments, practice and operational activities. Fourth, 1/3 of schools have computer labs and woodworking studios and 1/2 of schools have practical arts labs and less than 12% of schools prepare the learning materials per each course unit. Fifth, the evaluation of practical arts education is conducted focusing on the performance capability of achievements such as ability in using tools, executive ability and problem solving skill.