Page 4 - 2016마이스터고 운영 자료

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[그림 Ⅱ-1] 한국형 마이스터고 운영모형의 주요 내용 ···········································································6

[그림 Ⅲ-1] 마이스터 운영에 대한 만족도(교사, 학생, 학부모) ························································20

[그림 Ⅲ-2] 교육활동 중 가장 활발하게 운영된 영역 ··········································································21
[그림 Ⅲ-3] 교육활동 중 개선되어야 할 영역 ························································································21

[그림 Ⅲ-4] 교육활동이 학생의 꿈과 끼를 발현하기에 적당한지 여부 ············································22

[그림 Ⅲ-5] 교원의 능력개발을 위한 노력과 열정적 지도 여부 ························································23

[그림 Ⅲ-6] 교사의 수업에 대한 학생들의 이해도 ················································································23

[그림 Ⅲ-7] 학생들의 진로를 위한 관리, 지원 시스템 운영의 적절성(좌) ·····································24

[그림 Ⅲ-8] 전공교과와 보통교과 비율(7:3)의 적절성(우) ································································24

[그림 Ⅲ-9] 선취업․후진학을 위한 본교 교육과정의 적절성(좌) ·······················································24
[그림 Ⅲ-10] 교육환경의 구축과 활용에 대한 만족도(우) ··································································24

[그림 Ⅲ-11] 선호하는 학생 생활지도 방식(좌) ····················································································24

[그림 Ⅲ-12] 학교폭력 예방교육 프로그램의 운영 적절성(우) ··························································24

[그림 Ⅲ-13] 학교 기숙사 생활의 장점 ····································································································25

[그림 Ⅲ-14] 직업기초능력 함양을 위한 교육과정 편성의 적절성(좌) ············································25

[그림 Ⅲ-15] 다양한 교수-학습 방법의 적용 여부(우) ······································································25

[그림 Ⅲ-16] 3M 프로젝트(본교 특색사업)의 적절성(좌) ·································································25

[그림 Ⅲ-17] MDP 교육(명장양성 교육)의 도움 정도(우) ································································25

[그림 Ⅲ-18] 명장양성 프로젝트 중 가장 많은 비중을 두어야 할 영역(좌) ··································26
[그림 Ⅲ-19] 글로벌 인재양성 프로젝트의 운영에 대한 만족도(우) ················································26

[그림 Ⅲ-20] 글로벌 인재양성 프로젝트 중 가장 많은 비중을 두어야 할 영역(좌) ····················26

[그림 Ⅲ-21] 창의․인성․감성 프로그램의 도움 정도(우) ······································································26

[그림 Ⅲ-22] 창의․인성․감성 프로젝트 중 가장 많은 비중을 두어야 할 영역 ································26

[그림 Ⅲ-23] 커리어 패스의 분류와 맞춤형 교육의 적절성 ································································27

[그림 Ⅲ-24] 채용 약정 교육과정 운영을 통한 취업의 적절성 ··························································27

[그림 Ⅲ-25] 기업 정보의 발굴과 취업 연계 시스템의 적절성 ··························································27