Abstract
2015 ๊ฐ์ ๊ต์ก๊ณผ์ ์์ ๋์์ธ๊ต์ก์ ๋ชฉํ์์๋ ์ง๋ฌด ์ํ์ ํ์ํ ๊ธฐ์ ์ ์ฌ๊ณ ๋ ฅ๊ณผ ๋ฌธ์ ํด๊ฒฐ๋ ฅ์ ๊ฐ์กฐํ๊ณ ์์ผ๋ฉฐ, PBL์ ์ง์ ์ธ์ผ๋ก์ ์ ํ๊ฒ ๋๋ ์ค์ ์ ์ธ ๋ฌธ์ ์ ํ๊ฒฝ์ ํตํด ๋ฌธ์ ํด๊ฒฐ ๋ฅ๋ ฅ์ ๊ธฐ๋ฅผ ์ ์๋ค. ์ด์ ๋ณธ ์ฐ๊ตฌ๋ PBL์ ํ์ฉํ ์์ด๋ดํฐํฐ ๋์์ธ ์์ ์ ํตํ์ฌ ํ์๋ค์ ๋ฌธ์ ํด๊ฒฐ ๋ฅ๋ ฅ๊ณผ ํ์ ๋ฅ๋ ฅ, ์๊ธฐ ์ฃผ๋์ ํ์ต ๋ฅ๋ ฅ ๋ฑ์ ํค์ฐ๊ณ ์ ํ์๋ค. ์ด๋ฅผ ์ํด PBL๊ณผ ์์ด๋ดํฐํฐ ๋์์ธ์ ๋ํ์ฌ ์ด๋ก ์ ์ผ๋ก ๊ณ ์ฐฐํ๊ณ , ์ค๋ฌธ์กฐ์ฌ๋ฅผ ํตํด ํน์ฑํ๊ณ ๋ฑํ๊ต ์์ด๋ดํฐํฐ ๋์์ธ๊ต์ก์ ํํฉ์ ํ์ ํ์๋ค. ์ด๋ฅผ ๊ธฐ๋ฐ์ผ๋ก PBL์ ํ์ฉํ ์์ด๋ดํฐํฐ ๋์์ธ ์์ ๊ณผ์ ์ ๋์ , ๋ฌธ์ ๋ง๋๊ธฐ, ํด๊ฒฐ๋ฐฉ์ ํ์ํ๊ธฐ, ํด๊ฒฐ์ ๊ฐ๋ฐํ๊ธฐ, ๋ฐํ ๋ฐ ํ๊ฐํ๊ธฐ์ ๋ค์ฏ ๋จ๊ณ๋ก ๊ตฌ์ฑํ์์ผ๋ฉฐ, ํจ๊ณผ ๊ฒ์ฆ์ ์ํด ๊ฒฝ๊ธฐ๋ ์์ฌ์ ํน์ฑํ๊ณ ๋ฑํ๊ต์์ ์์ ์ ์งํํ์๋ค. ๊ทธ ๊ฒฐ๊ณผ, ์์ ๊ณผ์ ์ ๋ํ ์ ๋ฐ์ ์ธ ๋ง์กฑ๋๊ฐ 4.42๋ก ๋ํ๋ ๋์ ํจ๊ณผ์ฑ์ ์ ์ฆํ์๋ค.In the 2015 revised curriculum, the goal of design education emphasizes technical thinking and problem-solving skills necessary for job performance, and PBL can develop problem-solving skills through practical problems and environments encountered by professionals. Therefore, this study attempted to develop students problem-solving ability, collaboration ability, and self-directed learning ability through identity design classes using PBL. To this end, PBL and identity design were theoretically considered, and the current status of identity design education in specialized high schools was grasped through a survey. Based on this, the identity design class course using PBL was composed of five stages: introduction, problem meeting, solution exploration, solution development, presentation, and evaluation, and classes were conducted at specialized high schools in Gyeonggi-do to verify the effectiveness. As a result, the overall satisfaction with the class was 4.42, proving high effectiveness.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have