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A Study on the Analysis of instructional objectives of ‘Career and Vocation Education’ textbook Revised Basic Curriculum in the Secondary School for Special School in 2011 - Based on Bloom’s revised taxonomy of educational objectives -

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2014, 15(3), pp.471-492
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

도성화 1

1대구한의대학교

Accredited

ABSTRACT

This study has an object that analyze based on Bloom’s revised taxonomyof the educational objectives that stated them. To accomplish this goals,this study analyzed that were instructional objectives 862 of ‘Career andVocation Education’ textbook revised basic curriculum in the secondaryschool. The results of this study were as follows. First, there appeared highly a parts of ‘factual knowledge(35.6%)’ and‘conceptual knowledge(35.5%)’ in the instructional objectives of ‘Careerand Vocation Education’ textbook of the secondary school and there appearedhighly a area of ‘Understand(55.1%)’ and ‘Apply(29.0%)’ in the cognitiveprocess dimension. Second in instructional objectives, there appeared highly ‘Conceptionalknowledge(52.9%)’ in the knowledge dimension of a parts of ‘Vocational life’,there appeared highly ‘Understand(64.9%)’ in the cognitive process dimensionof a parts of ‘Vocational life’ In Vocational exploration, there appeared thehighest ‘factual knowledge(42.3%)’ in a area of knowledge dimension, thereappeared the highest Understand(45.6%) in a area of the cognitive processdimension. In ‘Vocational preparation’, there appeared the highest proceduralknowledge(46.3%) in a area of the knowledge dimension, there appearedthe highest Understand(57.7%) in a area of the cognitive process dimension. In Career Design, there appeared the highest ‘Conceptual knowledge (37.3%)’in area of the knowledge dimension, there appeared the highest ‘Understand (47.2%)’ in the cognitive process dimension. Generally one is Knowledgedimension related of the contents of ‘factual knowledge’ and ‘conceptionalknowledge’ and the other ‘cognitive process dimension’ organized ‘Understand’a lot.

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