A Strategy for Application of DACUM Chart through the Duty, Task and Step Analyses on Electricity and Computer Fields

Ⅰ. 서론 / 67 1. 연구의 필요성 / 67 2. 연구의 목적 / 68 Ⅱ. 이론적 배경 / 69 1. 직무분석 / 69 2. 데이컴(DACUM)법 / 72 Ⅲ. 연구의 방법 / 74 1. 데이컴 챠트를 활용한 직무분석 개발 절차 / 74 2. 데이컴 챠트를 활용한 직무분석 방법 / 75 Ⅳ. 결과 및 활용 / 76 1. 데이컴 챠트 분석 / 76 2. 산업체 검증 / 80 3. 직업교육기관에서 교육하여야 할 작업 / 82 4. 모듈 개발을 위한 스텝 분석 / 83 5. 데이컴 챠트를 활용한 직무분석 기법의 기대효과 및 활용 / 85 Ⅴ. 결론 및 향후 과제 / 85 참고문헌 / 88 Abstract / 90Recently the DACUM methodology is widely used in vocational education fields because Curricula in vocational education, especially in engineering technology education, do not adequately mirror the needs of the work fields. DACUM Chart which contains a graphic portrayal of the duties and tasks identified, plus the descriptive lists of general knowledge and skills, future trends and concerns, worker behaviors, tools, equipments, supplies and materials is also useful. Certainly the DACUM methodology is effective, quick and low cost, but do not reflect the educational situation of internal vocational education institute effectively. The purpose of this study is to modify DACUM Chart for various work based learning strategies aimed at providing hands-on experience for students and consequently apply to curricula development. We performed the duty, task and step analyses through the verifications by expert workers, technicians and engineers of the workplace on the electricity and computer fields. Through this study, the practical tasks which must be instructed on the vocational education institute are suggested and modules are developed through the step analyses. So, we can reflect both the educational situation of vocational education institute internally and workplace effectively. And also we can manage curricula emphasizing the smooth transition of students from school to work to accept the needs of strategies for work based learning

A Linguistic study on Idu of the early Choson period

학위논문(박사)--서울大學校 大學院 :國語國文學科 國語學專攻,1996.Docto

A Strategy for Application of DACUM Chart through the Duty, Task and Step Analyses on Electricity and Computer Fields

Recently the DACUM methodology is widely used in vocational education fields because Curricula in vocational education, especially in engineering technology education, do not adequately mirror the needs of the work fields. DACUM Chart which contains a graphic portrayal of the duties and tasks identified, plus the descriptive lists of general knowledge and skills, future trends and concerns, worker behaviors, tools, equipments, supplies and materials is also useful. Certainly the DACUM methodology is effective, quick and low cost, but do not reflect the educational situation of internal vocational education institute effectively. The purpose of this study is to modify DACUM Chart for various work based learning strategies aimed at providing hand-on experience for students and consequently apply to curricula development. We performed the duty, task and step analyses through the verifications by expert workers, technicians and engineers of the workplace on the electricity and computer fields. Through this study, the practical tasks which must be instructed on the vocational education institute are suggested and modules are developed through the step analyses. So, we can reflect both the educational situation of vocational education institute internally and workplace effectively. And also we can manage curricula emphasizing the smooth transition of students from school to work to accept the needs of strategies for work based learning

A Curriculum Development on Engineering Technology Education within a view point of Competency Based Learning

I. 서론 1. 연구의 필요성 2. 직업교육에서의 교육과정과 공학기술 교육과정 Ⅱ. 직무분석에 의한 교육과정 개발 1. 직무분석 2. DACUM에 의한 체계적인 교육과정 개발 Ⅲ. 공학기술교육에서 컴피턴시 중심 교육과정 1. 핵심 컴피턴시(Key Competency) 2. 행동(action)과 행동 학습 또는 현장 학습(action learning) 3. 핵심 컴피턴시와 행동 학습 4. CURRENT 5. 기술 표준(Skill Standard) 중심 교육과정 6. 공학기술 교육 인증과 프로젝트 IV. 결론 참고문헌 abstractCurricula in vocational education, especially in engineering technology education, do not adequately mirror the needs of the work fields but implications are focused on management of curricula emphasizing the smooth transition of students from school to work, needs of strategies for competency based education. Generally, key competencies mean abilities such as decision-making ability, communication skills, ability to organize one's work independently, etc. Actionoriented learning, or rather action learning in engineering technology education means a learning concept in which the learner develops his personality and proceeds to make findings on the basis of an active study of his or her environment. The intensity of action-oriented teaching is boosted in particular by problemsolving learning making use of conflict situations. Key competencies and action oriented vocational training will force vocational schools to adopt an understanding of theory that takes into account both theoretical and practical knowledge. So, Curricula in engineering technology education, for example, SCID or CURRENT must be developed within a view point of competency based and action oriented learning and teaching. Skill standards can be the foundation tools for developing curriculum, profiling jobs, recruiting and evaluating employees, and designing academic and professional certification. The application of skill standards to development of curriculum results in courses and programs whose outcomes can be assessed across a broad range of contextual technical and foundation performance criteria. Developed curricula in engineering technology education need to be accredited by a standard of the institute like ABET or ABEEK. To embody the competency based and action oriented learning in engineering technology education, project is more effective by representing a practical workplace. This means that the learner contributes actively in actual, simulated or symbolic situation. So, this results in learners who are prepared to function effectively in the workplace