직업계고 학점제에서 최소 성취수준 보장지도운영 실태 및 학생 요구 분석

Abstract

This study examines minimum achievement level guarantee instruction in vocational high schools under the credit system through a survey of 390 students from leading schools in 2024 and analysis of operational reports from 572 schools. Findings show 84.6% of students received program information, with 66.2% participating in both preventive and supplementary instruction. Students identified "understanding course content" (57.2%) as the primary need. Satisfaction scores reached 73.0 points for preventive and 71.5 points for supplementary instruction. Korean, Mathematics, and English courses concentrated instruction in first-year first semester (88.9%, 91.2%, 89.8% respectively), while vocational courses focused on second-year first semester (78.1%). Subject teachers predominantly led instruction (95.4% prevention, 93.2% supplementation), using self-developed materials (78.6% and 76.9%). Key challenges included multiple-course participation burdens (39.1% prevention, 37.0% supplementation) and excessive assignments. The study recommends differentiated instruction timing by subject, student-centered design, systematic teacher support, and policy improvements including reconsidering non-participation records.