2022 개정 미용과 교육과정에 대한 고찰

이상원,정재형 한국인체미용예술학회 2023 한국인체미용예술학회지 Vol.24 No.2

As a review of the 2022 revised beauty curriculum, this study attempted to examine how to run 2025 beauty curriculum. For this, the followings were performed. First, connections between the general guidelines of the 2022 revised curriculum and the 2022 revised beauty curriculum were analyzed. Second, the 2015 revised beauty curriculum and 2022 revised curriculum courses were comparatively analyzed, and their relevance with national cosmetologist (general), cosmetologist (skin), cosmetologist (makeup) and cosmetologist (nail) was investigated. Third, how to run the 2022 revision beauty curriculum and vocational high school credit system was discussed. The above results found that compared to the 2015 revised beauty curriculum, the 2022 revised beauty curriculum is more connected with the core competencies of the general guidelines. When courses were compared, however, the level of such core competencies was close to the characteristics and goal of courses. In addition, some demerits were found in core ides, core concept and development of course competencies, putting an emphasis on ‘digital competency’. In the 2022 revised beauty curriculum, the new parts of the national competency standards (NCS) were applied, and curriculum-national technical license connections were improved. Furthermore, how to run the vocational high school credit system was reviewed through analysis of previous studies, and a necessity of establishing a new identity for beauty curriculum was mentioned. It appears that there should be continued efforts in diverse aspects for the smooth settlement and operation of the 2022 revised beauty curriculum and credit system. .

2015 개정 미용과 교육과정에 대한 고찰

이상원,권기한 한국인체미용예술학회 2022 한국인체미용예술학회지 Vol.23 No.3

This study aimed to suggest a direction for the 2022 revised curriculum for the department of beauty based on a critical review of the 2015 revised curriculum. For this, First, this study analyzed connectivity between the 2015 revised curriculum for the department of beauty and a general introduction to the 2015 revised curriculum. Second, the 2009 revised curriculum for the department of beauty and 2015 revised curriculum for the department of beauty were comparatively analyzed. Third, the 2015 revised curriculum for the department of beauty and national competency standards(NCS) was relatively examined. The study results found that the 2015 revised curriculum for the department of beauty was more correlated with a general introduction to the 2015 revised curriculum than the 2009 revised curriculum for the department of beauty. However, it was less correlated with the core competencies mentioned in the general theory. According to comparison between the 2009 revised curriculum for the department of beauty and 2015 revised curriculum, the course became more diverse and systematic with the introduction of the NCS. Finally, when the 2015 revised curriculum for the department of beauty was compared to the NCS learning module, the necessity of course reorganization for connectivity between national technical qualification items and industrial sites was confirmed. Based on the above results, this study suggests that it is required to develop curriculums by enhancing connectivity with a general introduction for the 2022 revised curriculum for the department of beauty and listening to voices from the industry, students, faculty members and local communities.

모발관련 교과에 근거한 헤어미용 교육과정 개발

문나리,류은주 한국뷰티경영학회 2013 한국뷰티경영학회지 Vol.1 No.2

study is intended to improve a curriculum for the development of hair beauty textbooks at beauty-related colleges. The status of a hair beauty subject designated as the current major subject for co pleting a teaching course was analyzed through the curriculum for beauty-related departments. And the status of hair beauty textbooks was also analyzed through the class syllabus. In addition, a survey of learners' needs and interests was carried out to organize the contents of hair beauty textbooks. For the purpose of research, the contents of hair-related textbooks were classified by understanding hair-related subjects suggested on the curriculum for 26 beauty-related departments at four-year universities, and the relationship between hair beauty unit and applied hair unit at high schools was analyzed to prescribe the contents of hair beauty subjects offered in 16 four-year universities. For the methods of research, literature research and survey research were aimed at 19 four-year universities offering hair-related subjects of beauty-related departments at 26 four-year universities. The curriculum, 26 hair-related textbooks and class syllabus in 13 four-year universities offering hair beauty subjects were gathered for the objects of research. And 2 beauty-related universities were sampled to carry out a survey to 267 students from beauty-related departments in relation to the necessity of hair beauty textbooks and the organization of hair beauty subjects. Data research for literature research was conducted from January to September, 2012, and survey research was conducted for one month until October, 2012. The SPSS. v. 17.0 was used for data analysis. Data research for literature research showed that hair-related subjects were classified into statements based on trichology in hair department, applied hair. The trichology was prescribed as the ecology, type, microstructure, property, damage and treatment of hair. The necessity of continuous research had a relationship with the contents of unit identical to applied hair by analyzing the unit of hair beauty textbooks at hgh schools in relation to applied hair. Survey research showed that the interests in unit models and the needs of textbooks, which had been mainly reconstructed with learners, were high. Consequently, this study seeks to put forward basic data to achieve an educational goal of beauty departments at four-year universities, cultivation of beauticians and beauty educators.

전문대학 미용과 졸업생들의 커리큘럼에 대한 만족도 조사 -헤어살롱 근무자들을 중심으로-

박성희 ( Sung Hee Park ),이주영 ( Ju Young Lee ) 한국미용학회 2009 한국미용학회지 Vol.15 No.3

The purpose of this study is to assess the level of satisfaction and correlation with the working field according to the four different scales which the students, working in the hair-salons, recognize about each curriculum of the 2-year beauty treatment related course in a beauty college. The analysis was made to assess the level of satisfaction which the students with the variables of gender, age, career experience feel about the importance, quality, practicality, and etc., of 2-year beauty-related curriculums, and their effect on the actual job. The method of analysis: the statistical analysis of the collected data was done using SPSS (Statistical Package for Social Science) v. 12.0 statistical package program after going through the process of data coding (data coding) Cleaning and data (data cleaning). The research was done to know what overall degree of satisfaction the professionals feel with beauty-related curriculum in the fields after graduating from the college of beauty treatment. It showed low degree of satisfaction in relative importance regardless to gender, age, beauty treatment career. The result showed lack of satisfaction as for the degree of impact on practicality and actual work. Therefore, the conclusion is that the major subjects of the curriculum need to be changed and more specified. Conclusion: the beauty-related colleges should make more efforts to improve the understanding of the educational courses and curriculums of the colleges of the beauty-treatment in order to educate the professionals who can keep steps with the rapidly changing trends of society and are competent in the industrial field. They should also make hard efforts to organize and systemize effectively, and adopt the thought and knowledge of those professionals who have plenty of field experiences. Additionally, I assume that enhancing the correlation between the goal of education and the needs in the fields and creating its methodology will be the key to the success of Beauty-treatment education and increasing the educational zeal. Based on this thesis, further study should be focused on systemizing and diversifying the educational courses and the curriculum to contribute to the overall improvement of the beauty-treatment education.

미용교사 양성 교육과정 개편을 위한 특성화 고등학교와 교육대학원 교육과정 분석

강수경 한국미용학회 2019 한국미용학회지 Vol.25 No.6

This study examined and analyzed the curriculums of Beauty in specialized high schools and in Beauty education major in graduate schools to set the direction for program reform in graduate schools of education for training and nurturing preservice beauty teachers. The results showed that an increasing number of specialized high schools in Korea conduct courses in beauty with the curriculums faithfully following the basic guidelines of vocational education, which involves customization as per industry demands. The curriculums of beauty education majors in graduate schools of education are based on the requirements of the courses to be completed for obtaining the Secondary School Teachers Certificate Grade II (Beauty). In other words, specialized vocational high schools are providing core competencies required for future life and are being operated using the NCS-based curriculum. However, curriculums in graduate schools of education are based on the completion of courses required to obtain the teacher’s certificate, thereby failing to reflect the changes in the curriculums of secondary education. The following conclusions can be drawn from the results. First, teacher training curriculums need to be reformed to prepare them for an educational environment that emphasizes enhancing students’ core competencies. Second, multidisciplinary education must be provided for preservice beauty teachers. Third, preservice beauty teachers must receive the kind of education wherein they can understand the NCS-based curriculum and instructional design and promote expertise in delivering the learning modules.

미용 교과과정의 문제점과 개선방안

김진수 한국패션뷰티학회 2003 한국패션뷰티학회지 Vol.1 No.1

This research was attempted in order to raise the actual effectiveness of beauty education by reviewing the problems on beauty education curricula of junior colleges and arranging their countermeasures. This thesis suggests improvement plans of curricula in Korean beauty education as follows. First, one of the main aims of beauty education sought at a junior college should be verified that it is to raise beauty leaders, furthermore, by including artistic knowledge on top of skill-based education purposes we shall put more efforts improve and sublimate beauty art, not only as skills but also as art. Second, it is necessary to fix the department titles in accordance with the contents of curricula. The titles have to be standardized for the right recognition of each curriculum by dividing beauty into hair beauty, skin-care or make up with each curriculum based. Third, it is necessary to standardize major requisite subjects to be completed in certain units by each major among colleges as well as class hours. forth, the curriculum system needs to be revised in accordance with school system for example suitable curricula for each school system level of private institutes and secondary vocational institutes, high school, junior collage, university, post graduates, etc, I have to be developed and enforced.

미용관련 고교의 교과과정 만족도 분석 -인천의 B학교를 중심으로

김남연,김미현,김창숙,임미혜 한국피부과학연구원 2009 대한피부미용학회지 Vol.7 No.4

The beauty high school is recognized with an important center of the manpower supply and actively operated as a beauty industry develops as a high-value added one. For this, an investigation on the satisfaction with a curriculum was conducted among 263 senior students in an beauty high school to know how well they were satisfied with their major and the teaching contents and the results are as followed. The beauty high school students mostly have chosen the hair field, and then skincare, make-up and lastly nailcare, etc as a detailed majors. They were not affected by understanding the vision of beauty-industry while they were choosing their own detailed major. The students were very satisfied with the level of curriculum but they were not as satisfied as the curriculum level with on-the-job-training when asked the satisfaction of curriculum. They wanted improvement on a training environment when asked about a course management. Therefore we need a development and complement of curriculum about field adaptation ability. The satisfaction of curriculum was higher in the students who considered an attitude for beautycare and employment and then entered the school with their own decision than the ones who entered the school because of a middle school grade. Therefore it was shown that the students needed to receive an academic aptitude test and a carrier education to increase the satisfaction of curriculum. The researchers here tried to provide a basic data to seek for the educational direction and educational policy of beauty high school which is an important educational organization and turns out beauty industry's talents. Detailed analysis of curriculum for beautycare high school will be necessary later. 뷰티 산업이 고부가가치 산업으로서 발전함에 따라 미용관련 고등학교는 중요한 인력공급의 중추 교육기관으로 인정받아 보다 많이 활성화 되어 운영 중에 있다. 따라서 본 연구에서는 뷰티산업에서 요구하는 교과과정을 확립하기 위한 개선방안을 모색하고자 인천시내 미용관련 B고등학교 3학년 재학생 263명을 대상으로 교과과정에 대한 만족도 분석을 실시하였으며 그 결과는 다음과 같다. 미용관련고교 학생들은 세부 전공으로 헤어분야를 가장 많이 선택하는 것으로 나타났으며 그 다음으로 피부, 메이크업 및 네일 순으로 선택하였고 이들이 전공을 선택할 때 산업의 전망에 대한 인식도는 크게 영향을 미치지 않는 것으로 나타났다. 또한 이들의 교과과정의 내용에 있어서 교과목 난이도에 대한 만족도는 매우 높은 것으로 나타났으며 현장적응 교육에 대한 만족도가 가장 낮은 것으로 나타나 이러한 현장 적응 능력 개발을 위한 교과과정의 개발이 필요하며 학과운영에서는 실습환경의 개선을 요구하는 것으로 나타나 현장 적응 교육 및 심화실기 교육 등 현장 실무에 관한 교과과정에 대한 보완을 요구하는 것으로 나타났다. 또한 교과과정에 대한 만족도는 적성이나 취업을 고려하여 자의적으로 판단으로 입학한 학생들이 중학교 성적 때문에 타의적으로 입학한 학생들보다 높은 것으로 나타나 교과과정의 만족도를 높이기 위해서는 고교입시를 위하여 적성검사 등 진로지도가 필요한 것으로 보였다. 이러한 결과를 통하여 앞으로 발전해 나가고 있는 뷰티산업의 인재를 배출해 내는 중요한 교육기관인 미용관련 고교가 현장의 요구에 부흥하는 교과과정을 개발하여 교육방향을 모색하고 교육정책으로 수립하는데 기초적 자료로 제공하고자 하며 추후 면밀한 분석이 필요할 것으로 사료된다.

미용 교과과정의 문제점과 개선방안

김진수(JinSoo Kim),김진숙(JinSook Kim),박기원(KiWon Park) 한국뷰티산업학회 2006 뷰티산업연구 Vol.1 No.2

This research is attempted in order to raise the actual effectiveness of beauty education by reviewing the problems on beauty education curricula of junior colleges and arranging their countermeasures. This thesis suggests improvement plans of curricula in Korean beauty education as follows. Firstly, one of the main aims of beauty education sought at a junior college which be able to raise beauty leaders for the future, furthermore, by including artistic knowledge on top of skill-based education is pursued. We ll do our best to improve and sublimate beauty art, not only as skills but also as art. Secondly, it is necessary to fix the department titles in accordance with the contents of curricula. The titles have to be standardized for the right recognition of each curriculum by dividing beauty into hair beauty, skin-care or make up with each curriculum based. Thirdly, it is necessary to standardize major requisite subjects to be completed in certain units by each major among colleges as well as class hours. Lastly, the curriculum system needs to be revised in accordance with school system such as suitable curricula for each school system level of private institutes and secondary vocational institutes, high school, junior collage, university, post graduates, etc. In conclusion, I have to develop and enforce these standards as per the above 한국에서의 미용교육에 대한 학문적 정립 문제는 최근에 이르러 비교적 활발하게 논의 되고 있는 실정이다. 본 연구에서는 작금의 대학 미용 교과과정에서의 문제점을 검토하고 분석하여 개선 방안을 마련하여 대학 미용교육의 실질적인 효과를 높이려는데 그 목적을 두고 다음과 같은 몇 가지 발전 계획을 제시하고자 한다. 첫째로 미용교육의 중요 목적 중 하나는 미용리더를 증진 시킬 수 있는 대학교육을 추구하며, 그에 합당한 교과 과정을 개발하는 것이다. 따라서 미용적인 지식을 바탕으로 높은 수준의 기술교육이 추구되어진다. 미용 산업 뷰티를 기술만이 아닌 아트로써 증진시키기 위해 발전시키려는 노력을 기울여야 할 것이다. 둘째로 교육과정 내용에 맞는 교과목 명칭에 관한 문제다. 각각 교과과정을 기초로 헤어뷰티, 스킨케어, 메이크업으로 나뉘어 규격화되어야 한다. 셋째로 일정한 단원에 마칠 수 있는 필수과목이 요구되어진다. 각각 사설학원, 고등학교, 전문학교, 대학교, 대학원 수준에 맞는 적절한 교육과정 시스템이 학교 간에 통일을 이룰 필요가 있다.

미용영어 교과과정 개설을 위한 미용관련학과 학생들의 요구분석

유은성 ( Eun Sung You ) 한국미용학회 2015 한국미용학회지 Vol.21 No.2

Along with the remarkable development and the growing competitiveness of globalized Beauty industry, ESP(English for Specific Purposes) takes a significant place in korean Beauty industry in order to bring up professional beauticians. Thus, this study was conducted to suggest the direction of English education for the students in Beauty-related departments. The study results were as follows. Firstly, only 3 departments out of 9 departments in 8 four-year-course colleges in Deajeon City & Chungnam Province opened classes for Beauty-English(ESP). Secondly, the learner analysis revealed the average level of students in Beauty-related departments was lowintermediate in terms of English proficiency, and most of the students wanted to take English courses. Instrumental motivation, such as studying and employment abroad, was highly referred as the motivation of studying English. Thirdly, the establishment of Beauty-English courses was strongly needed for the survey participants and the interest for the courses was high as well. Hair salon conversation for customer service was mostly mentioned as the main course for studying Beauty-English and the proper time to take the course was from sophomore to junior for 2 or 3 semesters. For the successful curriculum establishment of Beauty-English in Beauty-related departments, EOP(English for Occupational Purposes) as well as EAP(English for Academic Purposes) should be employed to help the study of major field and use Beauty-English in Beauty industry practically.

유학생 대상 K-뷰티 마이크로전공 교육과정 설계를 위한 기초 연구

조위수,이민경,박은미,임지현 한국국제문화교류학회 2022 문화교류와 다문화교육 Vol.11 No.6

Micro-major is a curriculum with small credits to enable students to experience and explore other majors in a short period. If the K-beauty micro-major is operated to provide practical education, it can benefit from meeting international students’ needs and improving their workplace capabilities. Therefore, in this study, we conducted basic research based on Taba (1962)’s curriculum development model to build the K-beauty micro-major curriculum. From the result of the demand survey, we found that international students are highly interested in several beauty professions: skincare, makeup, hair design, and beauty medical counseling, and they want to learn K-beauty-related theories, terminology, expressions, and beauty technique practice. Hence, we limited the subjects to Skincare, Makeup, and Beauty Medical Service by considering the needs analysis and school facilities. Then, we extracted common and basic contents and suggested methods for selecting and organizing the education contents by analyzing the curricula and the textbooks for beauty-related majors of 11 universities. In addition, we classified the education contents into four areas: knowledge, skills, attitudes, and language, not only based on the National Competency Standards(NCS) but also by adding elements on demands for education. In order for what we discussed here to lead to the opening of the curriculum, we still need further studies as expert verification. Nevertheless, this study will be meaningful as it provides primary data for disigning a practical curriculum that reflects international students’ preferences. 마이크로전공은 단기간 내에 타 전공을 체험하고 탐색할 수 있도록 작은 단위의 학점으로 운영되는 과정으로, ‘K-뷰티’ 마이크로전공을 운영하여 실무중심의 교육을 실시할 경우, 유학생의 요구 충족과 취업역량 향상이라는 이점을 얻을 수 있다. 이에 본 연구에서는 ‘K-뷰티 마이크로전공’ 교육과정을 설계하고자 Taba(1962)의 교육과정 개발모형에 근거하여 기초 조사를 진행하였다. 요구 조사 결과 유학생들은 피부관리, 메이크업, 헤어디자인, 뷰티 의료 상담 등의 분야에 높은 관심을 보였고, K-뷰티 관련 이론, 전문용어와 표현, 미용기술 실습 등에 대한 학습 요구가 많았다. 본 연구에서는 요구분석과 학교 제반 시설을 고려하여 ‘스킨케어’, ‘메이크업’, ‘뷰티 메디컬 서비스’로 범위를 제한하여 대학별 전공 교과목과 교재를 분석하여 공통적이며 기초적인 교과 내용을확인하고, 이를 토대로 교육내용 선정과 조직에 관해 제언하였다. 아울러 K-뷰티 마이크로전공의 교육내용은 국가직무능력표준(NCS)을 기반으로 하되 교육의 필요성이 제기된 항목을 첨가하여 지식, 기술, 태도, 언어 영역으로 구성하고, 영역별로 구분하여살펴보았다. 여기에서 논의한 바가 교육과정의 개설로 이어지기 위해서는 전문가 검증등 2차적인 연구가 추가로 진행되어야 한다. 그럼에도 불구하고, 유학생의 선호도를 반영한 실무중심의 교육과정 설계에 대한 기초 자료를 제공했다는 점에서 본 연구의 의의가 있을 것이다.