發達段階에 기초한 敎授 學習 理論에 대한 一考察

Intructional-Learning Theory Based on Developmental Psychology

본 연구는 발달에 기초한 교수-학습에 대한 이론적 문헌연구를 시도하고 있다. 더불어 지금까지의 교수-학습이론이 인지적 영역의 개발에만 치우쳐 있는데 반해 앞으로의 정의적 영역이나 심리 운동적 영역의 개발을 위한 교수-학습 연구의 중요성을 역설하고 있다.

Recently, it has been demonstrated that a lot of learning experimentation in psycological laboratory could not be applied properly to the school setting. Therefore, current studies have explored the dynamic instruction-learning process. This study is conducted on the point of appropriateness of instruction-learning process relating to Piaget's cognitive development theory. A. Cognitive Development Two of the most widely documented principles that have emerged from the study of intellectual development are (1) that young children approach intellectual tasks with strategies that are reasonable but oversimplified (2) that young children are incapable of dealing with more than a few items of information at one time. Young children's thinking in educational settings exhibits that same two characteristics as they tend to develop resonable but oversimplified strategies for coping with the tasks they are set at school. Therefore instruction procedures must be developed for identifying situations where such oversimplified strageties are employed and for reducing the demand on memory of learning the correct strategy. B. developmental Principles and Techniques for Planning Instruction The developmental instruction process is based on following three principles. 1. Precede the design of instruction with a step by step description not only of the strategy to be taught (correct strategy) but also of the strategy that children apply to the instruction task spontaneously. 2. Design the instruction in such a way that the limitations of children's spontaneous strategies will be apparent and that the necessity of applying the strategy to be taught will therefore be clear. 3. Both in selecting the strategy to be taught and in designing the sequence of instructional activities to teach it, reduce the working memory requirements of learning situation to a bare minimum. C. Developmentally Based Approach and Learning Hierarchy Developmentally based approach and learning hierarch advocated by Gagne are similar in a number of respects. Both advocate carefully analysis of the task to be taught. Both advocate rational sequencing of the activities designed to bring the learner from his current state to the desired state. The difference between the two approaches derives principally from their different theoretical origins. Gagne's approach, deriving as it does from learning theory, advocates assessment of learner's initial state in terms of component skills. Assembly of lower-order skills into higher-order skills is then presumed to be automatic given simple verbal instruction. Developmental approach, deriving as it does from developmental theory, advocates assessment of the learner's initial state in terms of the strategy that he applies to the criterian task spontaneously. This is a function not just of component skills but of their functional organigation the developmental approach stresses the importance of subject's own activity in the assembly process, with the consequent burden on working memory. D. Effectiveness of the Developmental Approach To date, only a few studies have been conducted on the effectiveness of the general procedure. However, the results have been uniformly positive Developmentally based approach to instruction or the conventional instruction. E. Subject who Might Profit from Developmental Approach 1. Children who are mentally retarded. 2. Adults. There are a number of cognitive tasks in which adults experience a working memory overload. For such tasks, adults are appropriate for this approach. 3. Children who are handicapped, or who come from cultral backgrounds that are differnet from that of the majority. 4. Children who need remedial work in a particular subject area. E. Tasks to which Developmental Analysis Might be Apporapriate 1. The task should be a difficult one for students to master, given current methods of instruction. 2. The task should have a specificable objective and method of