중ㆍ고등학교 기술교과 교육과정에서 시기별 통신기술의 교육목표와 내용의 분석

Abstract

The purpose of this study is to present directions for communication technology-related technology education by analyzing transition in communication technology instructional objectives and contents.
 From the first to third technology education in middle school, electrical and electronic-related education is the main focus, and industrial education is strong. On the other hand, from the 4th period, the instructional objectives and instructional contents of communication technology began to be emphasized, and from the 8th period, the ability to process information and solve technological problems related to information and communication was emphasized. High school technology education is also dominated by electricity and electronics-related education from the 1st to the 3rd, and has a strong industrial education character. On the other hand, from the 4th period, instructional objectives and instructional contents related to computers and information communication were presented in earnest, and in the 6th and 7th periods, information related subjects were newly established as independent subjects, so communication technology was not dealt with. In the 8th period, problem-solving experience activities related to information and communication technology were presented, and in the 9th period, instructional objectives and instructional contents suitable for the characteristics of technology education were presented, but the proportion was very small.
 Based on this study, instructional objectives and educational contents should be selected based on a systematic approach to technology in middle and high school technology subjects, and follow-up studies should be conducted on the instructional objectives and instructional contents as general education should be conducted.