한국의상디자인학회지 (Journal of the Korea Fashion and Costume Design Association)

한국의상디자인학회 (Korea Fashion and Costume Design Association)
권호 표지
DOI QR코드

DOI QR Code

구성주의 학습이론을 적용한 패션 테크니컬 디자인 교육 모형

Fashion technical design education models applying the constructivism learning theory

  • 임민정 (서원대학교 패션의류학과)
  • Im, Min-Jung (Dept. of Fashion & Clothing, Seowon University)
  • 투고 : 2019.01.05
  • 심사 : 2019.02.07
  • 발행 : 2019.02.28
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

This study aimed to develop methods for technical design education that can be intimately connected to the industrial field. For this, technical design jobs performed in the fields of the domestic and foreign fashion industries and their required competences were examined, and educational methods based on constructivism were proposed. Korean fashion technical designers' works were identified, and then the fashion technical designer's responsibilities and qualifications were collected and analyzed from global employment sites. On the basis of the collection and analysis, hands-on staff members and education experts were interviewed about required competences for the actual business and possible suitable methods for education. The results of research showed that in the case of the US, job systems and relevant duties for technical designers were clearly defined by clothing brands, whereas in Korea, businesses were systematized around vendors, not brands, and as a result the businesses of technical package composition and specification proposals were not performed properly. This study organized the contents of technical design education into fit development and specification, the composition of technical design packages, the evaluation and approval of samples, fit schedule management and fitting, block pattern setting and pattern correction, sewing specifications appropriate for styles and materials, grading, technical terms, and production management. As for the technical design education models, the cognitive apprenticeship model, resource-based learning, the problem-based and anchored model, and the problem-based and resource-based models were proposed.

키워드

참고문헌

  1. 강명희. (1994). 상황 학습과 앵커드 교수 이론을 적용한 코스웨어 설계 전략, 정보과학회지, 6(6), 62-72.
  2. 경규민. (2018. 11. 14). 삶을 뒤바꿀 새로운 기술 - 최고의 스펙은 퍼스널 트랜스포메이션 능력, 한국경제, 자료검색일 2018. 12. 12, 자료출처 http://news.hankyung.com/article/201811144967a
  3. 김보아, 김보아, 남윤자, 이재일, 윤미경. (2016). 국내 의류상품개발과정에서 직종별 업무관여도 비교: 테크니컬 디자인 업무 중심으로, 한국의류산업학회, 18(5), 658-667. https://doi.org/10.5805/SFTI.2016.18.5.658
  4. 김성현, 도월희. (2017). 의류샘플 생산 프로세스 상 발생하는 오류에 관한 연구, 의류산업학회지, 19(3), 296-301.
  5. 김안지. (2010). 테크니컬 디자이너의 업무 특성에 관한 연구 : 의류수출업체를 중심으로. 동덕여자대학교 석사학위논문.
  6. 김안지, 김소라. (2012). 테크니컬 디자이너의 업무 특성에 관한 연구: 국내 의류수출업체를 중심으로. 한국패션디자인학회지, 12(3), 1-21.
  7. 신재한. (2006). 인지적 모니터링 전략을 활용한 인지적 도제 수업 모형 개발 및 적용, 열린교육연구, 14(1), 117-136.
  8. 여혜진. (2004). 문제해결학습 상황에서의 앵커드(Anchored) 수업모형 개발 연구, 서울대학교 석사학위논문.
  9. 이은영. (2013). 테크니컬 디자이너 직무교육 프로그램 개발. 이화여자대학교 박사학위논문.
  10. 이은영, 최혜선, 도월희. (2013). 테크니컬 디자이너의 업무 및 교육 실태에 관한 연구: 벤더(Vendor)와 에이전트(Agent) 테크니컬 디자이너를 대상으로. 한국의류학회지, 37(3), 292-305. https://doi.org/10.5850/JKSCT.2013.37.3.292
  11. 이재일. (2005). Exploring careers at global apparel companies: apparel companies in the US. Fashion Information and Technology, 2, 40-47.
  12. 이형숙. (2016). 내수 의류브랜드의 테크니컬디자이너에게 요구되는 업무와 역할, 한국의류학회지, 13, 23-34.
  13. 조미헌, 이용학. (1994). 인지적 도제 방법을 반영한 교수설계의 기본 방향, 교육공학연구, 9(1) 147-161.
  14. 조수경, 이은영. (2012). 국내 테크니컬 디자이너의 업무와 Fit issue 대처방안. 한국의류학회지, 9, 73-83.
  15. 하희정. (2017). 대형 의류벤더의 테크니컬 디자이너 실무 분석, 대한가정학회, 55(5), 555-566.
  16. 한국기업교육학회. (2010. 9. 6). HRD 상황학습 용어사전자료검색, 자료검색일 2018. 12. 12, 자 료출처 https://terms.naver.com/entry.nhn?docId=2178356&cid=51072&categoryId=51072
  17. 한국기업교육학회. (2010. 9. 6). HRD 앵커드 교수법 용어사전자료검색, 자료검색일 2018. 12. 12, 자료출처 https://terms.naver.com/entry.nhn?docId=2178459&cid=51072&categoryId=51072
  18. 홍정순. (2017). 의류수출업체의 테크니컬 디자이너에 대한 업무역량 강화방안을 위한 연구. 이화여자대학교 석사학위논문.
  19. Brown, A. L., & Palincsar, A. S. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 393-451). Hillsdale, NJ: Erlbaum.
  20. Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning, Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
  21. Collins, A., Brown, J. S., & Newman, E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Erlbaum.
  22. CTGV (Cognition and Technology Group at Vanderbilt). (1990). Anchord instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10. https://doi.org/10.3102/0013189X019006002
  23. Driscloo, M.P.(2005). Psychology of learning for instruction (3rd ed.). Needham Heights, MA: Allyn and Bacon.
  24. Duffy, T.M. and Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of research in educational communications and technology, 170-199, New York: Simon & Schuster Macmillan.
  25. Fraser, C. D. (1984). Resource-based learning. Memorandom, No. 64. ERIC Document Reproduction Service No. 274.
  26. Hay, K. E., Wiengrad, P., Boyle, R. A., Guzdial, M., & Soloway, E. (1994). Student Creation of multimedia documents, Computers and Education.
  27. Lave, J., & Wenger, E. (2010). 상황학습, 손민호(역). 서울: 강현 출판사.
  28. Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes, Ecudational Technol ogy Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
  29. Lave, J., & Wenger, E. (1991). Situated Learning: L egitimate Peripheral Participation. Cambridge: Cambridge University Press.
  30. Merill, M. D., Li, Z. & Jones M. K. (1990). Limitations of first generation instructional design, Educational Technology, 30(1), 7-11.
  31. Roblyer, M. D., & Hall, K. A. (1985). Systematic instructional design of computer courseware: A workshop handbook. Tallahassee, FL: Florida A&M University.
  32. Young, F. M. (1993). Instructional design for situated learning. Educational Technology & Research Development, 41(1), 43-58. https://doi.org/10.1007/BF02297091