2015개정 교육과정·2022개정 교육과정·미용전문교과 교육과정 비교 분석

• Published in: 한국미용학회지 Vol. 30; no. 5; pp. 1106 - 1113
• Main Authors: 김서희, Seo-heui Kim, 최은미, Eun-mee Choi
• Format: Journal Article
• Language: Korean
• Published: 한국미용학회 31.10.2024
• Subjects: 2015 revised curriculum; 2022 revised curriculum; Beauty subject curriculum; Curriculum; Specialized beauty subject curriculum; 미용
• ISSN: 1229-4349
• DOI: 10.52660/JKSC.2024.30.5.1106

This study aims to improve the curriculum by comparing and analyzing the main aspects of the 2015 and 2022 revised curriculum documents, particularly focusing on the specialized beauty subject curricula, to provide criteria for better development. The study based on a literature review, targeted the specialized beauty subject curricula of the 2015 and 2022 revised curricula. The result were as follows : First, the analysis of the characteristics and issues of the 2015 and 2022 revised curricula revealed that while there is not connection with the practical application of core competencies in school settings, the lack of applicability in the field suggests a need for greater specificity. Second, the analysis of the format of the 2015 and 2022 revised curricula confirmed the validity and consistency of the table of contents, and core competencies were more concretely integrated into the curriculum compared to previous periods. The support for school curricula was divided into three dimensions, with each presented according to the supporting institutions. Third, in the format comparison of the specialized beauty subject curricula between the 2015 and 2022 revised curricula, additional elements such as the beauty subject curriculum, curriculum notes, and appendices were included, with the appendices providing abbreviations for the subject names related to the achievement standards. Fourth, the analysis of the general guidelines and specialized beauty subject curricula in the 2022 revised curriculum identified changes in the specialized subject areas and terminology errors, particularly noting that the abbreviated achievement standard codes and abbreviations resulted in a format that lacks practical applicability in educational activities. National-level curricula are the design of education for each school level, and since the curriculum must be understood and familiarized with before implementation in school settings, the connection with the general guidelines, specificity, and efficiency should be ensured in school educational activities.