미래사회 대비 2015 개정 중학교 기술과 교육과정의 진단과 개선 방안에 관한 연구

Abstract

The purpose of this study is to diagnose the 2015 revised middle school technology education curriculum by examining the curriculum requirements related to the expansion of the proportion of technology education in preparation for the future society, and to suggest future improvement plans for nurturing science and engineering talents and cultivating technological literacy. To this end, as an improvement plan to diagnose the problem of the 2015 revised middle school technology education curriculum, and to expand the proportion, about 1,000 opinions from elementary and secondary school teachers, university professors and researchers, college students, and parents, etc. was investigated to derive implications. Firstly, technology education should be prioritized among the subjects that should be treated with importance in the future society in school education. And when considering future social changes, natural science and engineering fields with a high degree of job and employment creation were 907, accounting for 86.8% of the total respondents, showing high results. Secondly, as for the current technology education, the lower the school level, the more familiar the subject is, and the higher the school level, the more friendly the subject. However, it can be seen that it needs to be reflected in the future curriculum due to the lack of practice time and facilities and facilities for practice. Thirdly, it is recognized that the natural science and engineering field group lacks practical time and facilities and facilities for practice compared to the non-science and engineering field group. On the other hand, the non-science and engineering field group perceives that technology subjects are tied to home subjects compared to the natural science and engineering fields, preventing them from advancing into the science and engineering fields. Fourthly, compared to other subject majors, technology majors are suggesting two-fold improvement in the introduction of long-term projects, linked with STEAM education, use of digital equipment, and technology and home education. On the other hand, students majoring in other subjects had a higher degree of agreement than those majoring in technology about replacing the theoretical explanation part of technology education with cyber learning.