지난 1세기 동안 개별화학습은 시대별로 주류를 이루었던 행동주의적 학습이론, 인지주의적 학습이론, 구성주의적 학습이론에 기초하여 지속적으로 연구?개발되어 왔다. 본 연구는 지난 1세기 동안 효과적이고 효율적인 교육방법으로 인식되어 온 ‘개별화학습’의 이론적?실천적 측면에서 발전과정을 심층적으로 분석?고찰해 보고, 미래지향적이고 이상적인 개별화학습방법의 전망과 과제를 검토해 보려는데 주안점을 두고 있다. 이러한 연구과제를 해결하고자, 교수?학습방법의 탐색과 실천의 측면에서 ‘개별화학습’에 관심을 갖게 된 배경과 이유를 고찰하였고, 개별화학습의 교육적 의의를 살펴보았으며, 현대 지식정보사회의 확산과 교육환경의 변화에 따른 새로운 교수학습패러다임으로 소개되는 개별화학습의 전망과 과제들을 논의하였다. 결론적으로 앞으로는 학습자들의 인지적?심리적 특성들, 구성주의적 학습관, 지능적 학습환경의 특성들을 종합적으로 고려하면서 개별화 학습의 기본틀(format)을 밝히고 이해하는데 그칠 것이 아니라, 개별화학습이 실효를 거둘 수 있도록 하기 위하여 개별화학습의 기능(function)이 원활하게 작동될 수 있는 방안을 모색하여야 할 것이다.
During last hundred years, ‘individualized learning’ has been recognized as a effective teaching-learning strategy and has been successively developed according to the academic mainstream of behavioristic learning theory, cognitive learning theory, and constructive learning theory. In recent years, individualized learning has been popularly reconsidered as a powerful pedagogical paradigm. In this regards, the purpose of this paper was to explore theories and practices of individualized learning from the teaching and learning perspectives and to further examine prospect and developmental tasks to build future-oriented individualized learning. In order to solve this research purpose, it was at first reviewed the theoretical backgrounds of individualized learning, especially focused on relationships between characteristics of human learning and individualized learning. Second, it was critically reviewed the conceptual definition and characteristics of individualized learning. In order to figure out the definition of individualized learning based on the ultimate goal of individual learning, it was applied the educational perspectives to balance the more learning and better learning as well as effective learning and efficient learning, Third, it was examined the rationale of individualized learning and the characteristics of individualized learning. In addition, the potential value and implications of individualized learning as future-oriented teaching-learning paradigm was addressed. Fourth, it also reviewed the historical development of traditional individualized learning and recent paradigm as individualized learning which is based on the intelligent learning environment and constructive learning. Finally, as prospect of individualized learning, it was concretely discussed on the viewpoint of intelligent learning environment, future-oriented teaching-learning perspective, and self-initiated learning. In short, for idealistic individualized learning, it should be stu
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