일반계 고등학교 교육과정 클러스터를 위한 미술교과연계 진로교육 프로그램 개발 연구 = A study on the development of art career education program for high school curriculum cluster

국문 초록 (Abstract)

진로는 사람들의 인생에 많은 영향을 미치는 중요한 요인이다. 현재 급변하는 사회 속에서 수많은 진로와 직업이 존재하지만 이미 진로과 직업을 결정한 사람들조차 자신이 선택한 진로에 대해 끊임없이 고민한다. 그리고 청소년기에 이러한 사회 변화에 맞추어 다양한 직업세계를 조사하고 자신에게 적합한 진로를 탐색하는 것은 중요하다. 이처럼 진로교육의 중요성이 점차 강조되면서 학생들을 대상으로 한 다양한 진로교육 방법이 존재하지만 아직까지 직접적으로 졸업과 동시에 진로나 직업을 결정해야 하는 고등학생들을 위한 제도적인 기회는 많지 않았다. 따라서 본 연구에서는 이러한 문제점을 해결하기 위해 현재 고등학생들이 학교현장에서 어떤 방식으로 진로교육을 받고 있는지 현황을 살펴보고, 수업시간 내에 교과의 내용과 특성을 적극적으로 활용하면서 통합적으로 진로교육이 이루어질 수 있는 교과연계 진로교육 프로그램을 탐색하였다. 하지만 정규교육과정 속에서 교과수업과 진로교육의 내용적인 측면의 균형을 맞추기란 쉽지 않다는 문제점을 발견하였고, 이를 교육과정 클러스터라는 경기도교육청에서 시행하고 있는 제도를 통해서 보완할 수 있는 미술교과연계 진로교육 교육과정 클러스터 프로그램을 개발하였다.
본격적으로 프로그램을 개발하기 위해서는 고등학교 교육과정, 미술교육, 진로교육, 교육과정 클러스터에 대해서 통합적으로 탐구할 필요가 있었다. 따라서 이론적 배경을 크게 세 가지로 나누어 조사하였다. 먼저, 일반계 고등학교에서의 진로교육에서 진로교육의 개념과 필요성 및 목적을 살펴보고 본 연구의 대상이 되는 일반계 고등학교의 진로교육 현황을 조사하였다. 다음으로 미술교과연계 진로교육에서 교과연계 진로교육의 개념과 유형 및 방법에 대해 조사하고, 미술교과와 진로교육을 연계했을 시의 가능성 및 필요성에 대해서 고찰하였다. 그리고 현재 학자들에 의해 개발된 미술교과연계 진로교육의 수업사례 및 교과서를 분석하여 본 연구에 도움이 되는 내용을 도출하였다. 마지막으로 미술교과연계 교육과정 클러스터에서 교육과정 클러스터의 개념과 필요성 및 목적을 살피고, 현재 현황이 어떻게 이루어지는 지에 대해서 자세히 탐구하였다. 이를 통해 교육과정 클러스터의 주요 운용 방법과 미술수업의 사례를 분석하여 교육과정 클러스터 내 미술교과연계 진로교육의 시사점을 도출하여 나온 장점들을 본 연구에 반영하고자 하였다.

이러한 이론적 배경을 기초로 하여 미술교과연계 진로교육 교육과정 클러스터 프로그램을 개발 연구에서 다루어야 할 핵심적인 내용과 요소를 도출하여 교수·학습 지도안을 제안하였다. 고등학교 2학년 학생을 대상으로 학생 수는 13명, 수업단위는 4단위로 1년동안 총 40차시를 진행하는 수업을 계획하였으며, 수업내용은 크게 진로교육의 네 가지 영역에 맞추어 수업 주제를 단계적으로 구상하였다. 1-8차시 ‘Who I Em(Introduce & Emoticon)’, 9-14차시 ‘미술작품과 직업’, 15-26차시 ‘한눈에 보는 직업’, 27-38차시 ‘내가 바로 잡스(Jobs)’로 프로그램을 구성하였다.
본 연구를 통해서 학생들은 미술교과와 연계한 진로교육의 네 단계 프로그램을 거쳐 진로를 탐색하고 설계하는 과정을 단계적이고 체계적으로 경험할 수 있도록 하였다. 결과적으로 본 연구는 학생들이 학교를 벗어나 사회에 나가기 전에 진로와 직업에 대해서 고민해보고, 기존의 일반계 고등학교 미술 수업에서는 받을 수 없었던 전문적이고 심화된 내용을 받아 실제적으로 삶을 살아가는데 도움을 줄 수 있을 것으로 기대한다.

목차 (Table of Contents)

• 목 차 ································································································· ⅰ
• 표 목 차 ································································································· ⅲ
• 그림목차 ································································································· ⅳ
• 국문요지 ································································································· ⅴ
• Ⅰ. 서론 ··································································································· 1
• 1. 연구배경 및 목적 ·················································································· 1
• 2. 연구방법 및 내용 ·················································································· 3
• 3. 선행연구 분석 ······················································································ 5
• Ⅱ. 이론적 배경 ························································································ 10
• 1. 일반계 고등학교에서의 진로교육 ······························································· 10
• 가. 진로교육의 개념 ·············································································· 10
• 나. 진로교육의 필요성 및 목적 ································································· 12
• 다. 일반계 고등학교의 진로교육 현황 ························································· 19
• 1) 제도적 기반 ·················································································· 19
• 2) 주요 운영방식 ·············································································· 23
• 2. 미술교과연계 진로교육 ··········································································· 27
• 가. 교과연계 진로교육의 개념 ··································································· 27
• 나. 교과연계 진로교육의 유형 및 방법 ························································ 28
• 다. 미술교과연계 진로교육의 가능성 및 필요성 ·············································· 30
• 라. 미술교과연계 진로교육 교과서분석 ····················································· 33
• 1) 중학교 미술 교과서 ········································································ 34
• 2) 고등학교 미술 교과서 ······································································ 40
• 3) 고등학교 진로와 직업 교과서 ····························································· 43
• 3. 미술교과연계 진로교육 교육과정 클러스터 ··················································· 48
• 가. 교육과정 클러스터의 개념 ··································································· 48
• 나. 교육과정 클러스터의 필요성 및 목적 ···················································· 49
• 다. 미술교과연계 교육과정 클러스터 현황 ···················································· 52
• 1) 주요 운영 방법 ·············································································· 52
• 2) 교육과정 클러스터 미술수업사례분석 ···················································· 54
• 3) 교육과정 클러스터 내 미술교과연계 진로교육의 시사점 ····························· 63
• Ⅲ. 미술교과연계 진로교육 교육과정 클러스터 프로그램 개발 ······························· 65
• 1. 교수·학습 설계 ···················································································· 65
• 가. 수업지도 방향 ················································································· 65
• 나. 교수·학습 모형 ················································································ 66
• 2. 교수·학습 지도안 ················································································· 67
• 가. 학습목표 ······················································································· 67
• 나. 지도상 유의점 ················································································· 68
• 다. 차시별 수업 지도 계획 ······································································ 69
• 라. 본시 학습 지도안 ············································································· 72
• 마. 평가계획 ······················································································· 91
• 3. 기대효과 ···························································································· 93
• Ⅳ. 결론 및 제언 ······················································································ 95
• 참고문헌 ································································································ 97
• ABSTRACT ························································································· 102