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< - 1> 8 < - 1> 1997 13 < - 2>, 14 < - 3> 15 < - 4> 16 < - 5> 16 < - 6> 1997 17 < - 7> 17 < - 8> 19 < - 9>? 23 < - 10> (% ) 24 < - 11> (% ) 24 < - 12> IMF (%) 25 < - 13> (%, N =525) 26 < - 14> 27 < - 15> 31 < - 16>? 33 < - 17> 35 < - 18>? 38 < - 19>? 38 < - 20> 39

< - 21> 40 < - 22> 43 < - 1> 97 52 < - 2> 58 < - 3> 60 < - 1> I 78 < - 2> 79 < - 3> 80 < - 4> 81 < - 5> 82

[ - 1] 9 [ - 1] 18 [ - 2] (N =780) 26 [ - 3]?(N =772) 32 [ - 4] (N =780) 34 [ - 5] (N =777) 36 [ - 6] (N =278) 37 [ - 1] 52 [ - 2]? 63 [ - 3] 64 [ - 4] 21 66 [ - 5] 67 [ - 6] 69 [ - 7] 70 [ - 8] 71 [ - 9] 72 [ - 10] / 73 [ - 11] 74 [ - 1] 77

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I. 1. (signal),.,,,, 1 ).,,.,, 2 ), 1), (, 1993). 2), School- to- Work - 3 -

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. 1..,.. 30.,, 1997 95%, 94.3% (< - 1> ). - 1 199 7 (: %) 98.6 98.4 98.9 101.0 100.0 101.3 94.6 95.0 94.3 ) (1997).. p.218. - 13 -

, 2 20, 10 (< - 2> ). - 2, (: ) 6 19 20 29 30 39 40 49 50 10.3 7.0 12.7 12.1 10.5 6.5 11.2 6.7 12.7 12.7 11.4 8.5 9.4 7.2 12.7 11.6 9.6 4.8 ) (1997).. p.213. 1970 4.1%, 1980 8.4%, 1980 10% (, 1994), 199663.0%, 37.0% (, 1997)..,,,,,,, (< - 3> ). - 14 -

< -3 > 4 70 22.3 40.2 72.2 23.6 9.3 40.1 44.4 1.2 34.4 7.5 1.2 51.5-80 22.5 34.2 76.3 21.4 7.7 42.0 45.1 1.2 31.7 10.2 3.3 47.5 31.2 90 28.5 49.7 63.3 36.2 17.7 35.0 32.6 6.1 35.4 23.3 7.9 57.6 93.2 97 33.8 58.7 65.0 44.0 30.7 32.5 36.7 10.4 42.6 29.3 18.8 65.4 86.1 ) (1994).. pp. 72 73. (1997).. pp. 678 707..,., 1960., 1960 31.2%1994 47.9% 1996 48.7% (, 1997).,, 95 76.5%, 48.3% 30%(< - 4 > )., 60%,.,. - 15 -

< -4 > (60 ) (95 ) (95 ) (95 ) (95 ) (95 ) ( %) (95 ) 78.4 76.5 57.0 58.9 75.0 69.1 77.5 31.2 48.3 36.4 40.8 58.9 59.8 49.6 ), (1997)., pp.7, 22, 58.. 1997 1 ) (< - 5>. - 5 80 90 97 (: %) 65.0 64.9 68.6 64.8 75.0 45.7 65.3 55.2 58.6 54.7 44.7 79.2 39.3 62.5 69.8 69.6 70.3 69.5 71.6 65.6 69.4 52.2 43.3 54.0 55.9 81.0 44.4 43.3 39.7 35.4 35.3 36.4 82.4 41.3 41.6 59.7 54.3 59.4 62.2 79.9 51.8 46.4 53.1 46.3 54.2 53.1 79.4 51.7 52.5 47.3 43.9 45.3 44.2 80.6 49.1 52.0 57.1 50.3 58.4 56.6 78.2 56.5 53.8 ) (1994).. p.78. (1997).. 1),. - 16 -

,,, (< - 6> ). 4 (< - 7> ). - 6 199 7 2.0 5.8 13.8 16.7 28.8 0.8 5.5 1.8 14.7 100.0 ) (1997).. p.51. - 7 4 5-9 10-4 9 5 0-9 9 10 0-299 300 50.3 11.8 22.4 6.3 4.3 4.9 100.0 ) (1997).. p.55..,.,., - 17 -

. 25 29 30 34(M), (. 1997).,,,,. [ - 1] ),, p. 24.,. - 18 -

- 8 (: %) 4.3 24.7 8.7 9.5 52.5 0.3 100.0 5 24.5 10.8 9.1 50.3 0.3 100.0 3.7 24.8 6.8 9.9 54.6 0.2 100.0 ) (1997).. p. 176.,,.,.,..,,,,, (, 1992).. - 19 -

,..,. 1996 6 402 60.0% 45.3%, 32.6% (, 1997)., ( ) 48%, 21%, 15%, 8%, 8% (, 1989).,,., 17.0% 1%,, (,, 1997).,.,, (, 1984)., (, 1998),, - 20 -

,., (, 1995).,..,,,.. (1997), 6,.,,,.., (, 1989;, 1992). - 21 -

2. 2 ),.,,.,?. 1998 301,307.. 1) (< - 9> ).,,. 2) 3-2. (46), 3030 525782, 1,307. I,. - 22 -

(, 1998). - 9? ( %) (N =532) (N =778) (N=1300) 37.7 20.9 32.0 3.8 0.6 5.0 38.7 24.4 32.6 2.6 0.3 1.4 38.3 23.0 32.4 3.1 0.4 2.8 =18.22 p<.01 2 ), 22.1%, 4 (< - 10> ).,.,. - 23 -

- 10 ( %) (N =519) (N =778) (N=1297) 32.9 19.7 24.1 4.2 6.0 13.1 39.3 16.2 18.3 2.2 5.3 18.8 36.8 17.6 20.6 3.0 5.6 16.5 =21.41 p<.001 3 ) 85.1%,, 60.3 %, (< - 11> )., (IMF )( ) < - 1 1> (%) (N =521) (N =781) (1302) 60.3 85.1 75.2 31.9 13.8 21.0 7.9 1.0 3.8 =112.929 p<.001-24 -

. (< - 12> ). - 12 IMF (N =524 ) (N =779) ( %) (N =1303 ). 19.1 5.0 10.7.. 28.2 34.3 31.8 48.1 58.7 54.4 4.6 2.1 3.1 = 79.96 p<.001,,, 40.1%, 39.1% ( ) ([ - 3])., 4.2%.,,., 38.9%, 35.6%. - 25 -

16.5% 40.1% 29.1% 4.2% 10.0% [ - 2] (N=780 ) - 13 (%, N =525)... 13.1 35.8 20.4 18.5 5.3 6.9-26 -

. 1) (< - 14> ), 23.4%,, (14.4% ), (9.3% ) (9.1% ). - 14 (96 ) (56) 1 (14) (3) 169 23.4 2 (59) (19) (16) (10) 104 14.4 (26) (20) 3 (19) (1) VJ (1) (35) (13) (7) 4 (6) (4) (1) 67 9.3 66 9.2-2 7 -

5 6 (11) (13) (10) (6) (5) (2) (1) (10) T IV (8) PD (7) (5) (5) (2) (2) PD (2) (1) (1) 48 6.7 43 5.9 7 (42) (6) 48 6.7 (21) (7) 8 (1) (1) 30 4.0 9 10 (17) (6) (3) (1) (2) (10) (6) (8) (1) 29 4.0 24 3.3-28 -

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17 18 (3) (3) (2) (4) (3) 7 0.9 7 0.9 19 (1) (1) 2 0.3 721 100.0 2 ) (< - 15> ).,,,,,,,.,,. CD- ROM. - 30 -

- 15 (A : N =721) (B : N =469) ( %) (A - B ) 1 23.4 9.1 14.3 2 14.4 1.7 12.7 3 9.3 4.7 4.6 4 9.2 8.1 1.1 5 6.7 1.7 5.0 6 5.9 1.9 4.0 7 4.0 0.4 3.6 8 2.2 0.6 1.6 9 1.6 0.4 1.2 10 4.0 8.1-4.1 11 3.3 6.2-2.9 12 2.4 9.8-7.4 13 2.5 15.1-12.6 14 1.6 6.4-4.8 15 1.4 8.5-7.1 16 0.9 6.0-5.1 17 0.9 1.5-0.6 18 0.3 1.7-1.4 19 6.7 8.1-1.4 100.0 100.0 - *,. - 31 -

3.. 1) ([ - 3]). 107 70.1% 29.9% [ - 3]? (N=77 2) - 32 -

, 45.3%, 36.8%,, 19.8%. 1% (< - 16).,,. - 16? (%) (476) (706) (1182) 12.8 21.4 8.2 27.9 0.8 0.2 22.3 2.5 0.0 3.8 6.4 30.3 9.8 36.8 0.6 0.1 13.5 1.0 0.1 1.4 9.0 26.7 9.1 33.2 0.7 0.2 17.0 1.6 0.1 5.4 =53.98 p<.001.,.,,. - 33 -

2 ) 42.6%, 44.0%, 13.4%([ - 4])., 10 1,., (< - 17> ). 13.7% 42.6% 43.7% [ - 4] (N=780) - 34 -

.,.,. - 17 ( %) (N=405) (N=580) (N=985) 11.1 68.6 4.4 14.8 1.0 9.0 57.9 2.6 29.0 1.6 9.8 52.3 3.4 23.1 1.3 =29.167 p<.001. 1) 3. 31, 4 3, 4 1([ - 5]). - 35 -

26.0% 62.5% 11.5% [ -5 ] (N=777) 57.6% 18.3%. 10 7 ([ - 6]). 3 3 ). 3) CD- ROM (1998 10 13).,,. - 36 -

14.0% 4.3% 24.1% 57.6% [ - 6] (N=278) 2 ) )? 62.2% - 37 -

(< - 18> ).. - 18? ( %) (N=518) (N=775) (N=1293) 10.3 57.7 20.7 7.9 3.1 8.3 65.2 20.5 5.2 0.9 9.2 62.2 20.6 6.3 1.8 =16.741 p<.01,,,,,,,, (< - 19> ). - 19? (N=912) (N=1,395) (N=2,307) ** 2 ( %) 12.4 15.6 8.9 16.9 34.2 9.3 2.7 10.7 11.5 8.3 20.4 35.6 10.3 3.2 11.4 13.1 8.5 19.0 35.1 9.9 3.0-38 -

) 29.1%, CD- ROM 27.3%, 16.3%. (< - 20> ). CD- ROM. CD- ROM, 83.9%. CD- ROM CD- ROM. - 20 (N=510) (N=758) (N=1268) ( %) CD 19.0 23.1 14.1 31.0 12.7 14.5 33.1 15.6 24.8 12.0 16.3 29.1 15.0 27.3 12.3 =19.051 p<.01-39 -

4..,, 4 ),, (< - 21> ). - 2 1 ( ) 28( 18.7) 64( 18.7) 325( 38.6) 43( 28.7) 95( 27.8) 176( 20.9) 19( 12.7) 65( 19.0) 53( 35.3) 100( 29.2) 163( 19.3) 107( 12.7) 7( 4.7) 18( 5.3) 72( 8.5) 150(100.0) 342(100.0) 843(100.0) ) (1997)., 57. ( ) %., 5 ). 4), (1997), (1997). - 40 -

.,.,,,,.,,,.,,, 6 ). CD- ROM. CD- ROM. 5) I,. 6), EBS 1994,,,, (I., ) - 41 -

5.. 1 ),,,,. 486.. < - 22>. CD- ROM CD- ROM. CD- ROM. 2 ), (Schram, 1977). - 42 -

- 22 (text ),,,,, (photoshop) (20 600 ) ),, (1997),, pp. 362-363. ),,,,...,,. Heinrich (1989) - 43 -

90% 70%, 50%, 30%, 20%, 10%...... ). (Reardon & Longhead, 1988). ). (, 1997). - 44 -

...,, (Computerized Career Inform ation Sy stem ) 7 ).., 8 ).,,,,., (1997)., Harrington O'Shea (CDMS : Career Decision Making Sy stem ) 7),, Sampson (1995). 8), (1996), (1996), (1996). - 45 -

,.,,,,,,,.,,,.,,,,.,,,,.,,,,. 6.,,,. - 46 -

. i), ii),, iii), iv ), v ).,,,, CD- ROM.,,,.,,, CD- ROM CD- ROM. - 47 -

10.0% 16.5% 4.2% 40.1% 29.1%

70.1% 29.9%

13.7% 42.6% 43.7%

26.0% 62.5% 11.5%

14.0% 4.3% 24.1% 57.6%

(1) (2) (3) (5) (6) (7) (8) 120% (9) (10) (11) (12) (13) (14) (15) (16) 21 (17) (18) (19) (20) (21) (22) (23) (24) (25) (26) (24) [ - 1]

. 1. 2.

.. 1.,,,. 3, 1,2, 3 1,2. 11 1, 12 1.. ( ) ( ) 1 2 3 11 ( ) 21 ( ) 11 ( ) 21 ( ) 2 1 ( ) [ - 1] - 77 -

2.. < - 5>. < - 1>, < - 2>, < - 3>, < - 4>, < - 1> I I 1 2 32 1 1 11 6 10 5 ( ) ( ) - 78 -

< - 2> 3 (2) 4 (2) - 5 (2) 6 (2) 20 2 7 (2) 1 2 10 9 (2) 10 (2) 11 (2) 12 (2) 2 (2) (/ ) ( / ) - 79 -

< -3 > 10-3 28 1 1 6 8 4 -!!! - 80 -

< -4 > 3 (2) 4 (2) 5 (2) - 3 18 2 9 6 (2) 7 (2) 21 9 (2) 10 (2) 11 (2) 12 (2) -!!! - 81 -

< -5 > 3 (2) 4 (2) 5 (2) 6 (2) 20 7 (2) 2 10 9 (2) 21 10 (2) 11 (2) 12 (2), () 2 (2) - 82 -

. 1 2 1 ) I - 32-1 1 CA,..,. 3 5 (11) 1), (10 ) 2) 1-2 (10? ) 3). (3) 3-83 -

3 1) 2) 3),. 4) 5) 6) 6 6 1)? (7) 2) (7) / 4 3) (7) CG 4) /. ( A.B) - 84 -

1) (7) 2) 5 - - 6 3) (7) 1) (8)? 2) 7 8 3)?? ( C) 4) (8)CG - 85 -

1) 2) ( 9,,, (8) 11,, (,,,, - 86 -

6 7 (6) 1)?,,, 2), 1 /,, 3) 2? 3? (13) 4 (14)? (14)(15) (15) 5 6? CD- ROM / - 87 -

9 11 (7) 1) 21 1 3 2) (17), 3) 1). - - 4 5 2) IMF /., D,E 6 7 (18) CD- T itle - 88 -

12 2 (5) 1 2 5, / 20, 30, 3 4 (22) output (23) 5. 3. output.. - 89 -

1 ) - 20-1 2 1 1) (10 ), 2) (3) 3 (10? ) 3). 1)? (7) 2) (7) / 4 3) (7) CG 3 /. ( A.B) 4) - 90 -

1) 5 2) - - (7), 3) 6 1)? 2) 3)?? (8) ( C) 4) (9) 5) - 91 -

7?? (13) (14) (15) CD-ROM 1) 21 9 2) (17) 3), 10 (18) CD- T itle (,, ), 11 (,,, ) 20, 30 12,... (22) (23) output / output. 2 5, / - 92 -

. 3 1 ) - 28-1 1 3 5 (10) 1 2 3 4 1), (10 ) 2) (3)? (10 ). / 3). 1)? 2) (7) 3) (7) (7). 4) 3 /. ( A.B) - 93 -

5 6 20, 30,... (22) (23) output Output. 7 8? (13) (14) (15) CD- ROM / 9 10 (18) CD- T itle - 94 -

6 7 (6) 1) 21 1 2 2) (17), 3 4 3) 5, 1). / 2) 5 6 (8) 3)?? ( C) 4) - 95 -

9 10 (8) 1 2 (19) (20) (21) CD- title CD- title 3 4 (25)(26) 2-3 (25) (26), 5 6, 7 8,, - 96 -

11 12 (4) 1) 2) 1 2 - - (7), 3) 1) 2) (,, 3 4, ), (9), (,,,, - 97 -

2 ) - 18-2 9 1) (10 ), 2) 3 (3) (10? ) 3 3). 1)? 2) / 4 (7) / 3) 4) * - - * ( A.B) - 98 -

5 20, 30,... (22) (23) output output. CD- ROM 6? 1) 21 (13) (14) (15) / 7 (17) 2) 3) (8), 4) 9 CD- ROM (18) CD- T itle - 99 -

10 (19) CD- title CD- title 11 (20), 1) 2) (,,, 12 ), (9), (,,,, - 100 -

. - 20-1 2 10-3 (6) (7) (8) 4, 5 (/ ) 6 (7) (13) (14), ( ) - 101 -

7 21 (17) (18), 9, 10 CD- ROM (22) (23) 11 (19),,,, 12 2, (17) (18). - 102 -

.

V.,.,, CD- ROM.,, CD- ROM,,.,,,..,,,,., CD- ROM - 105 -

.,., CD- ROM CD- ROM., CD. CD- ROM.,..,. - 106 -

(1997)... 1-20. (1997)... (1997)... (1993)., 2 1 65-92.. (1996).., 5, 667-682. (1996)... (1996).. (1996). CM I. (1985)... (1996)... (1995)... (1997). :,, 7 1., (1997)...,, (1997)... - 107 -

(1997). (1997).. (1992).. (1996).. (1990).. (1997).., 33-42,. Bailey, L. & stadt (1993). Career education N ew app roaches to human develop m ent, broom ing ton, illinois Mcnight publishing co. Bolles, R. N (1981). The three boxes of lif e. Berkeley, CA Ten speed press. Bow er, B. T eenage T urning Point D oes adolescence herald the twilight of g irls ' s elf - es teem? Science News, 1139(12), 184-186. Brow n, D (1987). T h e st atu s of holland ' s theory of v ocational ch oice. T he career develop m ent quarterly, 36(1). 13-23. Brown, D. et al (1996). Career choice and develop m ent App ly ing contemp orary theories to p ractice. San Francisco Jossey - Bass. Cairo, P.C (1983). Evaluating the effects of computer - assisted counseling system s A selective review. The couns eling p sy cholog ies, 11(4). 55-59. Cini, M. A. & Baker, S. B (1987). Enh ancing rur al fem ale adolescent s ' aw arenes s of nontraditional career s. The career develop m ent quarterly, 35(4), 316-325. Clark, E. C(ed.) (1990). I ns tructional m edia and technology res earch. Pergam on Press. - 108 -

F ukuy am a, M.A.et al. (1988). Effect s of discov er on career self- efficacy and decision m aking of undergraduates. The career develop m ent quarterly, 37(1), 56-62. Grubb, W.N (ed.). (1995). E d ucation thr oug h occup ation in am erican hig h s chools vol I, A pp roaches to integ rating academ ic and vocational education. New York T eachers College Press. Han sen, L. S. (1997). I nteg rative lif e p lanning. San francisco Jossey - Bas s. Herr, E. L. & Cram er, S. H. (1992). Career g uidance and couns eling throug h the lif esp an sys tem atic app roaches (4nd ed.), New Yor k Harper Collins Publishers, 1992. Heinrich, R., Molenda, M., & Ru ssell, J. D. (1989). I ns tructional m edia and the new technology of ins truction (3rd, ed). New York M acm illan Publishin g Co. Hines, A. Jobs and Infotech W ork in the Information Society. 1994. F uturis t. 28, 9-13. Hollan d, J. L. (1992). M ak ing v ocational choices, A theory of vocational p ers onalities & work environm ent(2 ed). Odessa, Fl P sychological A sses sment Resources. Howard, A.(ed.). (1995). T he chang ing nature of w ork. san francisco Jossey - Bas s. Is sacs on, L. E. & Brown, D. (1993). Car eer inf orm ation, career couns eling and career develop m ent(5th E d.) Boston Allyn and Bacon. Jensen, D. A. and Prediger, D. J. (1981). Dim en sion s of adolescent career developm ent A multi- in strum ent analy sis. J ournal of vocational behavour, 19. 350-369. - 109 -

Lu zzo, D. A. & Pierce, G. (1996). Effect s of DISCOVER on the car eer m aturity of middle school students. The career develop m ent quarterly, 45(2). 170-172. Murn an e, R an d F. Levy. (1996). T eaching the new bas ic sk ills. 1996. New York Free Pres s. Osipow, S. H. (1990). Convergence in theories of career choice and development Review and prospect. J ournal of vocational behav iour, 122-131. Peter son, G. W., and Sampson, Jr. J. P. (1991). Career develop m ent and s ervces A cog nitive app roach, Pacific grov e, CA Brook s/ Cole Publishing. Reardon, R., Longhead, T. (1988). A Comparison of Paper - and- pencil and computer ver sion of the self- directed search. J ournal of couns eling and devleop m ent, 67, 249-252. Roselle, E. & Hum m el T. J. (1988). Intellectual dev elopm ent and interaction effectiv eness with DISCOVER. The career develop m ent quarterly, 36(3), 241-250. Schr am, W (1977). B ig m ed ia, little m ed ia T ools and techn olog ies f or ins truction. Sage Pub. Seligm an, L. (1994). D evelop m ental career couns eling and ass essm ent. T housand oaks, CA SAGE. Sharf, R.S. (1992). App ly ing career develop m ent theory to couns eling, Pacific Grove, CA Brooks/ Cole Publishing. Sheehy, G. (1995). N ew P assag e. M app ing y our lif e across tim e. New York Ballantine Books. Sm ith, E. (1982). Vocation al aspect s of elem entary school guidan ce program s Objectivities and activities. Vocational g uidance quarterly, 18. - 110 -

Super, D. E. (1957). T he p sy chology of career. New York Harper & Row Publisher. W att s, A.G et al. (1996). R ethink ing careers ed ucation and g uidance theory, P olicy and p ractice, London Routledge. W iscon sin Career Inform ation Sy st em (1997). W CI S 1997-1998 catalog. Univer sity of Wiscon sin. Wiggin s, J. (1981). Field- based comparison of four career exploration approaches. Vocational g uidance quarterly. 15-20. Zunker, V.G (1986). Career couns eling A pp lied concep ts of lif e P lanning. M onterey, CA Brooks/ Cole Publishing Company. - 111 -

A B S T RA CT A S tudy of D ev eloping a M ulti - M edia CD - ROM T itle for Girls Korea Research In stitute for Vocational Education & T raining Research - in - charge Jin, Misug Researchers Son, Yoo Mi Jeong, Youn - Kyung Lee, Ji- Yeon 1. Intro du ction Under Korean educational context which has regarded the college entrance as the best and only career for students, it has been difficult t o implem ent the car eer guidan ce pr ogram to help student s to explore them selves and the w orld of w ork. Especially, for girls, it is possible to say that few career education program s hav e existed becau se of the strict sex r ole st ereotypes w hich has defin ed th e r ole of woman as a hom e maker. How ever, in the coming century, the industry mu st need w om an resources badly. T hus, for the Korean economy an d for in dividual student s, it is v ery important to dev elop the career guidance program s which m ay enhance girls ' career aw arenes s and help girls to search the right career s for their aptitudes and interest s. - 112 -

In this study, we tried to dev elop a multi- m edia CD- ROM title for m iddle high school girls which integr ated th e div er s aspect s of career education such as career aw areness, self exploration, exploring of the w orld of w ork. T h e CD- ROM w as nam ed as 'AHROE ' by taking account into the her oin e t o guide the CD- ROM and the m eaning of my w ay s. Along with the CD- ROM title, w e dev eloped a u ser - guideline for teachers in order to provide an easy w ay to use the CD- title in the clas s contex t. T he guidelin e is com posed of 5 types of m odules. As the fir st Korean multi- m edia CD- ROM career guidance program, AHROE, is expected to provide the new m odel for the career education in Korea. F or this stu dy, w e utilized div er s m ethodologies, such as survey, expert committee, brain - storming, dev eloping career interest test, etc. 2. T h e c onte nt an d s tru cture of A H ROE AHROE is composed of 7 corner s, Dream Future Job, My Vocational Interest, T he 21C Prospective Job s, Inform ation about vocational high Schools, Job Dictionary, and Q & A. T he div ers techniques, such as Videop - T aping, Video T ape Clipping, Animation, Computer Gr aphic, S ound, et c w er e utilized. 3. Guideline s for te a ch ers T he most easy w ay to use this AHROE is to let student s them selves explore it. How ever, considering the lack of computers in - 113 -

schools, it is more practical for teacher to use the AHROE with other teaching methodolgy, such as in struction, group discus sion, etc. T hu s, w e su g gest ed 5 different types of car eer edu cation m odules w ith AHROE which might be selected depending on the individual school context. 4. S u g g e s tion W e expect that this AHROE will contribute to the girls ' career education by its stimulating techniques and the comprehen sive inform ation about the self an d the w orld of w ork. How ev er, under the limit of computer facilities in Korean sch ools, it is practical t o ex pect for th e AHROE to be utilized as an supportiv e program s for teacher s. T hu s, it is necessary to evaluate the AHROE with the u ser guideline in the real school context and to revise it continuou sly. At the sam e tim e, it is neces sary t o pr ovide the trainin g opportunities which h elp teacher s to be able to utilize the pr ogr am. - 114 -

98-17 1998 12 1998 12 155 (135-240) (02)3498-5649 (02)573-7263 (503-8737) 1998 6 1116-1681 ISBN 89-88198- 25-5- 93370. 5,000-115 -