학습자중심 심리원리와 그 의의

Learner-centered Psychological principle and their implications

오랜 역사를 통하여 심리학은 인간학습, 발달 그리고 동기유발에 관한 이론, 연구를 토대로 하여 학교교육의 설계에 대한 실질적인 정보를 제공해왔다. 특히 교육관련 심리학적 연구는 지난 10여년 사이에 상당히 많은 정보를 제공해왔다. 사고, 기억, 인지과정, 동기과정에 대한 이해의 진전은 교수, 학습 그리고 학교교육의 전 영역의 개선에 큰 도움이 된다. 동시에 탈락률의 증가, 낮은 학업 성취 수준, 다른 학교 실패의 요인에 관심을 갖고 있는 교육자들은 학습자 중심 교육모형의 필요성을 주장하고 있다. 이러한 모형은 학습자의 다양성에 관심을 갖고 이러한 다양성에 기초하여 학습을 심화하고 현 학교개혁상황에서 요구되는 학습결과를 가져다준다.

This study aimed at reviewing APA Learner-centered Psychological principle and drawing their implications for instruction. APA Learner-centered Psychological principle was published in 1993 and revised in 1995. The 14 principles reviewed pertain to the Learn and the learning process. The first 11 principles subdivide into those referring to cognitive and metacognitive factors, motivational and affective factors and developmental and social factors. three final principles are related to individual differences. The specific principles are the following; Cognitive and Metacognitive Factors. 1. Nature of the learning process. The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. 2. Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. 3. Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways. 4. Strategic thinking. The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5. Thinking about thinking. Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. 6. Context of learning. Learning is influenced by environmental factors, including culture, technology, and instructional practices. Motivational and Affective Factors 7. Motivational and emotional influences on learning. What and how much is learned is influenced by the learner\ s motivation. Motivation to learn, in turn, is influenced by the individual\ s emotional states, beliefs, interests and goals, and habits of thinking. 8. Intrinsic motivation to learn. The learner\ s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control. 9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners\ motivation to learn, the willingness to exert this effort is unlikely without coercion. Developmental And Social 10. Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. 11. Social influences on learning. Learning is influenced by social interactions, interpersonal relations, and communication with others. Individual Difference 12. Individual differences in learning. Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. 13. Learning and diversity. Learning is most effective when differences in learners\ linguistic, cultural, and social backgrounds are taken into account. 14. Standards and assessment. Setting appropriately high and challenging standards and assessing the learner as well as learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process. Here, The implications for Instruction are presented by each Learner Centered psychological principle. •The teacher should help Learners himself to construct meanings. To help learners, The teacher should have students involve in their own Learning, with various teaching methods such as telling, showing and seeing and with opportunities for teacher and student interactions. •The teacher should encourage students to establish learning goals of long term range. •The teacher should help students to connect prior knowledge to new information and integrate informations by various ways of presentin