중국 직무능력표준 수립을 통한 산업지향형 응용 대학 시각디자인 학부의 커리큘럼에 관한 연구

다국어 초록 (Multilingual Abstract)

With the advent of the fourth industrial revolution, countries have been
carrying out industrial upgrading, as well as talent training reform,
expecting to solve the employment difficulty of college students. In order
to cultivate highly skilled talents, countries have successively proposed
the vision of building an "ability society". According to the industrial
manpower demand, advanced countries such as South Korea, the Britain,
the United States, Australia and so on are making continuous efforts to
develop the national occupational standards system which closely
connecting together work, education, training and qualification. China is
no exception. While perfecting the fundamental systems, China is striving
to chase developed countries. China has successively enacted two
documents, the Code of Occupational Classification of the People's
Republic of China (2015 Edition) and the National Standards for
occupational competence (2019 Edition), stipulating the national standards
for occupational classification and occupational skills. However, the
development of China's national occupational competence standards is
currently in the primary stage. In particular, the national occupational
competence standards for design domain, which is one of the key
domains promoting industrial transformation, fail to reflect the industrial
demand, and lack guiding on education and training.
In 2020, in order to solve the social structural contradiction that college
students cannot find a satisfactory job and enterprises cannot recruit
appropriate talents, China's Ministry of Education put forward a reform
plan, aiming to transform some of the general undergraduate colleges to
applied universities. The graduates of applied universities majoring in
visual design desire to clarify the industrial on-site needs, and to gain
the competence for industrial employment. However, the visual design
major of applied universities universally lacks the systematic thinking of
curriculum innovation, resulting in insufficient occupational competence
training on students and increased cost of talent cultivation in
enterprises. According to the case study on occupational competence
development in developed countries, the establishment of occupational
competence standards can provide a basis for occupational competence
education and training. Therefore, it is necessary to continue developing
the occupational competence standards in China’s visual design domain,
thereby improving the occupational competence of relevant students to
adapt to industrial sites.
Centered on the visual design major in Jiangsu, China, this study
carries out research on the development of occupational competence
standards and visual design curriculum in the domain of visual design,
aiming to solve the problem of occupational competence training on
four-year undergraduates majoring in visual design. Meanwhile, it
provides reference for further development of occupational competence
standards at a higher level in visual design domain. The contents of the
study are as follows:
Firstly, based on the investigation of applied undergraduate institutions,
students and enterprises, the occupational competence demands of
industrial sites are clarified.
Secondly, according to case analysis of occupational competence
standards in overseas visual design domain, the development method of
occupational competence standards in China’s visual design domain is put
forward, which is fit for the current industrial development demand.
Thirdly, using the standard development method obtained by analysis,
the occupational types and levels in visual design domain are analyzed to
create the framework of occupational competence standards (competence
units and competence elements), which is expected to be applied in the
four-year undergraduate education.
Finally, based on the developed occupational competence standards, this
study aims to develop the curriculum matching the four-year applied
undergraduate education, and evaluate its feasibility.
The following conclusions are drawn in this study:
First, the current occupational standards in visual design domain are
incapable of reflecting the industrial development.
Second, the occupational competence education in colleges and
universities fails to meet the occupational competence demand of
enterprises.
Third, the cases of occupational competence standards in visual design
domain of developed countries provide a reference for establishing
occupational competence standards in China.
Fourth, the occupational competence standards developed in this paper
are composed of 10 competence units, 24 competence elements, 27
knowledge requirements, 38 skill requirements and 13 attitude
requirements.
Fifth, the curriculum of occupational competence standards in visual
design domain demonstrates the occupational competence requirements on
industrial sites, and can be applied to visual design education on applied
undergraduates.

국문 초록 (Abstract)

4차 산업혁명의 도래와 함께 여러 나라에서 산업 고도화가 일어났고, 산
업계에서 요구하는 인재를 양성하기 위해 개혁 운동을 추진하였다. 특히 디
자인 분야는 여러 국가에서 산업 혁신을 위한 핵심으로써, 매우 중요하게
생각하는 분야이다.
경험에 따르면, 국가직무능력표준 체계는 산업현장에서 현실적으로 필요
한 직무능력을 향상시킬 수 있다. 따라서 고급인력을 양성하기 위해 각국은
'능력사회' 구축이라는 비전을 잇따라 제시해 왔다. 한국, 영국, 미국, 호주
등 선진국에서는 산업인력 수요에 따라 직업-교육-훈련-자격과 밀접하게
연계된 국가직무표준(National Occupational Standards) 제도를 지속적으로
발전시키고 있다. 중국도 예외는 아니어서, 다양한 기본 제도를 개선함과 동
시에 선진국의 발자취를 따라가기 위해 노력하고 있다. 국가직무능력표준
수립에 있어서 중국은 국가 직업 분류와 직업 기술 기준을 규정하는 "중화
인민공화국 직업분류"(2015년판)와 "국가직무능력표준"(2019년판)이라는 두
개의 문서를 연이어 발표했다. 그러나 산업 발전 요구에 부합하는 디자인
인재를 양성하는 측면에서, 중국 4년제 대학의 디자인 전공은 산업 발전의
현 상황에 따라 고용률을 높이기 위해, 산업현장에 잘 적응할 수 있는 학생
들의 전문 능력을 향상시킬 필요가 있다.
현재 중국의 국가직무능력표준은 직업학교에서 널리 사용되고 있지만, 4
년제 일반 학부 대학, 특히 일반 학부에서 "응용중심 학부"로 변화한 대학에
서는 아직 이에 대한 적용이 미흡한 실정이다. 시각디자인을 전공하는 응용
대학 졸업생들도 산업계의 요구 사항을 파악하고 업계에 진출하여 잘 적응
할 수 있는 능력을 갖기를 희망한다.
현재 응용중심 대학의 시각디자인 전공은 일반적으로 혁신적이고 체계적
인 커리큘럼이 부족하기 때문에, 중국 시각디자인 학생들이 산업현장에 적
응하는 실무 능력을 향상시키기 위해서는, 시각디자인 분야의 직무능력표준
및 커리큘럼을 지속적으로 개발할 필요가 있다.
이에 본 연구는 중국 강소성 시각디자인전공을 중심으로, 시각디자인 분
야의 직무능력표준 및 시각디자인 전공을 위한 커리큘럼의 개발 연구를 진
행하였다. 이는 응용중심 4년제 학부 시각디자인 분야 학생의 직무능력 양
성 문제를 해결하는 동시에, 시각디자인 분야에서 더 높은 수준의 직무능력
표준 개발을 위한 아이디어 및 참조 자료를 제공하고자 한다. 본 연구의 연
구내용은 다음과 같다.
첫째, 응용대학, 학생, 기업에 대한 조사를 통해 산업현장의 직무능력 요구
사항을 정확히 파악하는 것이다.
둘째, 해외 시각디자인 분야 직무능력표준의 사례에 대한 분석을 통해, 현
재 산업 발전의 요구 사항을 충족시키기 위한 중국 현지화 시각디자인 분야
의 직무능력표준 개발 방법을 제안하는 것이다. 이를 바탕으로, 시각디자인
분야 직업의 종류와 수준을 분석하고, 4년제 학부 교육에 적용할 수 있는
직무능력(능력 단위, 능력 요소)의 표준 프레임을 개발하는 것이다.
마지막으로, 개발된 직무능력표준을 바탕으로, 4년제 학부 교육에 적용되
는 커리큘럼을 개발하고 그것에 대한 타당성을 평가하는 것이다.
본 연구에서 다음과 같은 결론이 도출되었다.
첫째, 현재의 시각디자인 분야 직무표준은 해당 산업의 발전을 반영하지
못하고 있다.
둘째, 해외 선진국 시각디자인 분야의 직무능력표준, 특히 한국의 NCS 시
스템은 높은 참고가치가 있다.
셋째, 시각디자인 분야의 직무능력표준의 수립은 직업 일반능력, 전문적
능력 및 핵심능력을 통합하여 개발을 진행해야 한다.
넷째, 시각디자인 분야를 위해 개발된 직무능력표준에는 10개의 능력 단
위, 24개의 능력 요소, 27개의 지식 요구 사항, 38개의 기술 요구 사항 및
13개의 태도 요구 사항이 포함된다.
다섯째, 시각디자인 분야의 직무능력표준에 기초하여 개발된 커리큘럼은
응용중심 대학 학부 시각디자인 교육에 적용할 수 있다.

목차 (Table of Contents)

• 제1장 서론 ············································································································1
• 1.1 연구 배경, 목적 및 필요성 ·········································································1
• 1.1.1 연구 배경 ····································································································1
• 1.1.2 연구 목적 ····································································································3
• 1.1.3 연구의 필요성 ····························································································5
• 1.2 연구 범위 ··········································································································6
• 1.3 연구 방법 ··········································································································8
• 1.4 연구구성 ············································································································9
• 제2장 이론적 배경에 관한 고찰 ···································································11
• 2.1 국가직무능력표준에 관한 고찰 ································································11
• 2.1.1 국가직무능력표준의 의의와 역사 ························································11
• 2.1.2 국가직무능력표준 제정의 논리와 구조 ··············································20
• 2.1.3 해외 선진국의 직무능력 현황 ······························································24
• 2.2 직무능력표준의 개발 방법 ········································································32
• 2.2.1 직무능력개발론 ························································································32
• 2.2.2 직무능력개발방법 및 모델 ····································································39
• 2.3 응용중심 대학의 직무능력 향상을 위한 국가 정책 ··························48
• 2.3.1 국가 정책 수립의 배경과 목적 ····························································48
• 2.3.2 국가 정책 내용 ························································································51
• 제3장 중국 시각디자인 분야 직무능력 현황 조사 ·································55
• 3.1 조사의 목적 및 방법 ···················································································55
• 3.2 중국 시각디자인 분야 국가직무능력표준 현황 ··································56
• 3.2.1 시각디자인에 대한 국가 교육 품질 표준 ··········································56
• 3.2.2 시각디자인 국가 직무능력표준 체계 ··················································57
• 3.2.3 소결 ············································································································66
• 3.3 시각디자인 전공자 직무능력양성 현황 ·················································66
• 3.3.1 직무능력양성 현황 ··················································································66
• 3.3.2 문제점 ········································································································82
• 3.4 현재 디자인 기업의 직무능력 수요에 관한 분석 ······························84
• 3.4.1 시각디자인 분야 직업능력 욕구 분석 ················································84
• 3.4.2 기업 요구 사항 분석 ··············································································95
• 3.5 소결 ··················································································································96
• 제4장 외국 시각디자인 분야 직무능력표준 조사 ···································99
• 4.1 비교분석의 목적 및 방법 ··········································································99
• 4.2 비교 범위의 확정 ·······················································································100
• 4.3 해외 시각디자인 분야의 직업능력 표준 및 비교 ····························100
• 4.3.1 시각디자인 분야 국가직무능력표준 제정 비교 ······························100
• 4.3.2 외국 시각디자인 분야 NCS 능력 구성 조사 ··································106
• 4.3.3 해외 시각디자인 분야 NCS 자격제도 비교 ····································109
• 4.3.4 소결 ··········································································································115
• 4.4 전문가 인터뷰 ·····························································································116
• 4.5 소결 ················································································································121
• 제5장 시각디자인 분야 직무능력표준 체계의 개발 ·····························122
• 5.1 개발 개요 ·····································································································122
• 5.2 개발절차 ·······································································································124
• 5.2.1 개발 방법 선정 ······················································································124
• 5.2.2 개발 절차 ································································································128
• 5.3 시각디자인 분야 직무능력표준 개발 ···················································129
• 5.3.1 개발을 위한 준비과정 ··········································································129
• 5.3.2 직무능력 차트 개발 ············································································133
• 5.4 개발 결과에 대한 전문가 논증 ······························································144
• 5.5 소결 ················································································································146
• 제6장 시각디자인 분야 직무능력표준의 활용 ·······································147
• 6.1 국가직무능력표준과 전문 인재양성기준의 관계 ······························147
• 6.2 국가 학부 교육 품질 표준과 전문 인재 양성 표준 간의 관계 ··· 149
• 6.3 시각디자인 전공 커리큘럼 설정 현황에 대한 분석 ························152
• 6.3.1 커리큘럼 중요도에 대한 조사 ··························································152
• 6.3.2 시각디자인 전공 커리큘럼 설정 분석 ··············································154
• 6.4 시각설계전문인재 능력양성기준 ···························································161
• 6.4.1 인재능력양성목표 ··················································································161
• 6.4.2 커리큘럼개발 ··························································································165
• 6.4.3 적합성에 대한 평가 ············································································175
• 제7장 결론 ········································································································178
• 7.1 본 연구의 결론 ···························································································178
• 7.2 본 연구의 향후 전망 ················································································181
• 참고문현 ············································································································182
• 국내 참고문헌 ··································································································182
• 외국 참고문헌 ··································································································185
• 부록 ·····················································································································192
• Abstract ············································································································219