중국의 2017 개정 일반 고등학교 1학년 기술 교과서 체제 분석

General versus Vocational High Schools and Labor Market Outcomes in Turkey

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

Objectives This study attempted to examine the overall flow of how the general high school curriculum in Korea has been organized and operated in a time series.
 Methods To this end, this study used literature research methods to collect general high school curriculum docu-ments from the 1st curriculum to the 2022 revised curriculum, and analyzed changes by revision period, focusing on the general high school curriculum organization and operation system, subject organization, and time dis-tribution standards.
 Results First, it was confirmed that a general high school curriculum organization and operation system has been established and standardized, focusing on curriculum organization and time distribution standards. Second, it was confirmed that subjects suitable for the talents, aptitudes, abilities, and careers of general high school students have been properly imposed under the distinction between essential and optional. Third, in terms of efficiency in organizing and operating general high school curriculum, it was confirmed that the criteria for allocation and com-pletion time have been set in consideration of the situation of the local community and school, the needs of stu-dents, and the characteristics and contents of the subject.
 Conclusions First, it is necessary to implement a customized curriculum system optimized based on the student's career so that general high school students can develop their own talents, aptitudes, and abilities and pioneer ca-reers in terms of lifelong learning. Second, to organize and operate a customized curriculum for students, it is nec-essary to restructure the subject by career of general high school students and reorganize the subject in consid-eration of the nature, scope, role, status, and weight of the subject in terms of balance, sequence, and concentration. Third, as the class volume standard shifts from unit to credit, it is necessary to autonomously adjust the criteria and scope of the class time distribution and the completion credit for each subject if necessary at school rather than limiting the general high school course completion credit to the minimum amount of instruction.

Purpose The purpose of this study is to investigate the direction of elective courses of high school physical education in preparation for high school credit system by examining the awareness of physical education teachers of general high school and the selection of elective courses by school for elective courses of 2015 revised high school physical education. Methods We surveyed the perceptions of physical education teachers through questionnaires and examined cases of the current status of 65 general high school programs, The results were analyzed by frequency. Results The results of the study are as follows: First, physical education teachers know the purpose of the course, but they know only about the nature of the subject for some subjects. Second, There was little need to open specialized subject courses for general high school students wishing to enter the physical education field. It should be helpful to cultivate 'basic skills for physical education' in selection of elective subject according to the course of physical education. Students in general high schools regarded ‘attention and interest’ as the most important factor when selecting physical education subjects. Third, the selection schedule of physical education elective courses was the highest in <physical education>, and in most schools, 10 to 12 units of physical education degree were organized. Conclusions The conclusion of this study is that the high school physical education elective subjects need to fully reflect the social needs of the physical education and students' preferences, and the physical education and elective courses for general high school students wishing to enter the physical education department should be reconstructed.

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.

Purpose The purpose of this paper is to estimate the causal effect of vocational high school (VHS) education on employment likelihood relative to general high school (GHS) education in Turkey using Census data. Design/methodology/approach To address non-random selection into high school types, the authors collect construction dates of the VHSs at the town level and use various measures of VHS availability in the town by the age of 13 as instrumental variables. Findings The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but generates a substitution from GHS to VHS. The OLS estimates yield the result that individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS degree. When the authors use measures of VHS availability as instruments, they still find positive and statistically significant effect of VHS degree on employment likelihood relative to GHS degree. However, once they include town-level controls or town fixed effects, IV estimates get much smaller and become statistically insignificant. Originality/value The authorsconclude that, although VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way.

Introduction: The aim of the study was to assess the nutritional status of candidates to the General Aviation High School in Dęblin using selected anthropometric indices and bioelectrical impedance analysis. Methods: A total of 103 candidates to the General Aviation High School in Dęblin (88 boys and 15 girls) participated in the study. The mean age of the participants was 14.7±0.46 years. The nutritional status was assessed based on measurements of body weight, body height, and calculated BMI. The results were interpreted using growth charts. The body composition was determined by means of the bioelectrical impedance method. Results: Mean BMI of the girls was 20.6±3.0 kg/m2 (16.3 to 26.2 kg/m2) and of the boys 20.1±2.5 kg/m2 (14.4 to 27.8 kg/m2). Most of the examined adolescents (73.3% of girls and 75% of boys) had normal body weight. There were no significant differences in nutritional status in relation to the gender of the participants. 3.4% of the boys were found to be underweight. None of the girls showed features of malnutrition. Overweight, according to BMI, was diagnosed in 13.3% of the girls and 10.2% of the boys, obesity in 6.7% of the girls and 1.1% of the boys. Too low body fat percentage was observed in almost half of the boys examined. Conclusions: The majority of the General Aviation High School candidates examined were of normal body weight. No significant differences were noted between the nutritional status and the gender of the participants, based on BMI. Overweight and obesity diagnosed on the basis of body fat percentage was significantly more frequent in the group of girls. There is a need to educate youth about the health consequences of abnormal body weight, both underweight and overweight.

이 연구의 목적은 강원도 춘천·원주·강릉 지역 일반고에서 진로교육 실태와 진로교육에 대한 교사의 인식을 조사하는 것이다. 이를 위해 강원도 세 지역 전체 교사를 모집단으로 360명의 교사를 무선표집하여 질문조사를 실시했으며, 이 중 수거된 291부를 분석해 일반고에서 진로교육 실태와 진로교육에 대한 교사 인식을 조사했다. 그 결과, 일반고 교사들은 진로교육 목표를 진학진로 결정 외 다양한 직업정보탐색, 진로계획수립 및 준비, 자기주도학습 방법탐색과 긍정적 자아개념 형성으로 여기고 있었다. 진로교육 교수학습방법으로 강의식 수업보다 협력학습, 토의·토론학습, 문제해결학습이 적합하다고 했다. 교사들은 협력학습평가, 과정중심평가와 선택형지필평가를 선호했으며, 포트폴리오법, 성장 참조평가, 면접법에 대한 인식은 부족한 것으로 나타났다. 학교에서 진로검사는 개인의 직업 선택을 위한 검사에 집중되어, 진로성숙도나 직업가치관 같은 진로 관련 검사는 소외되고 있었다. 진로상담은 대학 전공결정과 진로계획, 학습능력 향상을 위주로 하는 것으로 나타났으며, 진로프로그램도 대학 진로 위주로 구성·운영되고 있었으나, 교사들이 인식하는 진로프로그램은 운영 중인 프로그램과 다소 차이를 보이고 있었다. 교사들은 지역교육청 자체 상담 프로그램보다 학교 진로교육을 지원하는 역할을 선호했다. 이러한 결과를 바탕으로 일반고에서 진로교육을 위해 지원 및 보완되어야 할 부분을 논의했다.The purpose of this study was to investigate teachers perception and actual condition of career education in general high schools in Chuncheon, Wonju and Gangneungin area of Gangwon province. To achieve this objective, a total of 360 teachers were selected at random from a population and a survey was conducted. A total of 291 questionnaires were collected and analyzed, and high school teachers recognition regarding career education and the actual condition of career education was investigated. The results were as follows. Teachers thought that the objectives of career education were career decision for higher education, career planning and preparation, searching self-directed learning methods, and the formation of a positive self-concept. In career education, cooperative learning, debating and discussion learning, and problem based learning were selected more often than lecture based methods as adequate teaching and learning methods for career education. Teachers preferred cooperative learning evaluation, process-centered assessment, and multiple-choice evaluation over the portfolio method, growth-referenced evaluation and interview method in the evaluation methods of teaching and learning. The main test for career education were career choice tests, but career maturity tests and occupational value tests were rarely conducted. Career counseling were mainly concentrated on going to college, such as major decision making, career planning and improvement of learning ability, and programs of career education were organized to be focused on preparing for higher education. However, teachers recognition of career programs was different from organized programs in high schools. Teachers preferred local council’s supporting school career education rather than its providing counseling program. Based on these results, it was discussed that the areas to be supported and supplemented for career education in general high schools.

This study aims to measure the differences in technical efficiency of technical schools and general high schools that operate in the same neighbourhood in Athens city-centre. We choose ten pairs by nearby schools in distance or co-location including one technical school and one general high school per pair. The schools were divided into two groups; ten technical schools and ten high schools. Because of the heterogeneity across two groups of schools we used data envelopment metafrontier analysis. The results indicate that the group scores are high for high and technical school and the metafronier score of technical schools is very low. The results also indicate that the meta-technology ratio of high schools is higher than meta-technology ratio of technical schools proving the need for setting clear different objectives, processes and outcomes for the two types of schools of the Hellenic Educational System. The realized correlation analysis demonstrated the relation between the inputs and the metafrontier scores. Also, by defining the strong leading group (SLG) to be the the group of the general high schools have been developed some useful theoretical approaches on the performance evaluation of schools.

Much of the current debate among researchers revolves around the differences on the view of mathematics in secondary schools. The present research is concerned with the issue of whether or not students’ view of mathematics in secondary schools in terms of the type of schools’ factors are different between general high schools (Sekolah Menengah Atas referred to as SMA) and vocational high schools (Sekolah Menengah Kejuruan referred to as SMK) or not in the Riau province - Indonesia. This research involved a total of 276 secondary school students, 131 students from SMA and 145 students from SMK. A survey design was employed to investigate the students’ view of mathematics among secondary school students using the questionnaire. The quantitative data was statistically analyzed using MANOVA. Findings of this study indicated that a one-way MANOVA analysis revealed a significant multivariate main effect for SMK and SMA. It was concluded that SMK had a more positive view than SMA. SMK had a higher effort, mastery of goal orientation and self-confidence. These findings imply that teacher should consider students’ view of mathematics to present the most suitable learning strategy which can be imposed for students in order to boost their mathematics achievement

This study aimed at determining the opinions of the administrators and teachers teaching at primary school, secondary school, general high school and vocational school regarding the problems of the TRNC education system. Qualitative research method was applied in the study. There were 10 school administrators and 26 teachers (total 36 participants) consisted the study group of the study. The participants of the study were administrators and teachers from primary schools, secondary schools, general high schools and vocational high schools. The data of the study were collected through using two open-ended questions. First of all, the participants were asked to list five most important problems of the education system they know and then to note down their reasons. The participants were asked to write down their opinions in detail. The qualitative data of the study were analyzed using descriptive and content analysis. Current problems of the TRNC education system determined by the administrators and teachers were identified as the problems with teachers, lack of physical structure and hardware, political reasons, managerial problems, educational problems, family, school funding, migration and its effects, duration of the courses and the academic calendar, class passing system and exam system, use of technology, supervision, teacher in-service training, student, guidance and legal regulations.

ObjectivesGiven the differences between general high school (GHS) and vocational high school (VHS) students, this study aimed to investigate the lifetime prevalence of non-medical use of prescription pain relievers (NMUPPR)...

Introduction: Due to the declaration of a state of emergency in the country due to the pandemic COVID-19, the education system was changed to online teaching. The implementation of distance education has led to an increased sedentary lifestyle, decreased physical activity, and increased use of information technologies. The purpose of this study was to analyze the sedentary habits of female students and their physical health during a period of restricted physical activity with reference to online instruction.Methods: The research was conducted among the first to third grade students of Secondary School Konjic, 45 days after the implementation of online instruction. Students of general secondary school (N = 83), business school (N = 68), and medical school (N = 55) completed the questionnaire after their parents gave their consent.Results: The total number of students surveyed was 206, with students from all three schools studied participating in online classes for up to 4 hours. Medical school students spend more than 3 hours completing schoolwork, while students at the other two schools spend up to 2 hours. Statistically significant differences in non-use of information technology during free time exist among medical students (p = 0.00). Female medical students reported daily symptoms such as headaches, reactions to the visual organ (dry eye, redness, and tearing), and pain in the fist area (twitching, cramps, and tingling). Statistically significant differences in the occurrence of pain in the upper back and chest girdle occurred in students of business school (p = 0.00) and general high school (p = 0.00) compared to medical students.Conclusion: Medical students who use information technology the most reported headaches, pain in the fist area, and frequent reactions to the sense of sight (dry eye, lacrimation, and redness). Assuming inappropriate positions during prolonged use of technology may contribute to poor posture.

Academic achievement and opinions of CEIT students graduating from vocational high school

Estimating a Model of Qualitative and Quantitative Education Choices in France