교수방법 분류준거 탐색

• 영문명: A study on the identification of criteria for classifying the teaching method.
• 발행기관: 학습자중심교과교육학회
• 저자명: 권낙원
• 간행물 정보: 『학습자중심교과교육연구』제8권, 1~32쪽, 전체 32쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.12.30

국문 초록

누군가를 가르친다고 할 때 우선 관심을 갖게 되는 것은 누가 누구에게 무엇을 어떻게 가르칠 것인가가 문제시된다. ‘누가’는 교사가 될 것이고 ‘누군가’는 학습자가 될 것이며 ‘무엇을’은 교육과정에 해당되며 ‘어떻게’는 교수방법이 될 것이다. 이 글의 주된 관심은 교수방법인 것이다. 교수방법은 곧 교육의 목적을 달성하기 위한 수단으로 볼 수 있다. 따라서 어떠한 교수방법이 과연 교육의 목표를 달성하는데 가장 효과적인지에 관한 문제는 교육에 관심을 갖고 있는 사람이라면 누구나 한번쯤은 생각해 봄직한 문제이다. 따라서 이 분야의 많은 연구를 통한 발전이 있어 그 동안 교육에 많은 긍정적 결과를 가져다주었다. 그럼에도 불구하고 아직까지도 많은 사람들이 만족하지 못하고 있는 것 같다.

영문 초록

The purpose of this study was to find out the criteria for the classification of teaching method. For the attainment of the study the specific objectives were formulated as follows. 1. To clarify the concept of teaching 2. To define the concept of teaching method 3. To review the categories for classification of teaching methods 4. To infer the criteria from categories of classifying teaching method. This study included only several categories of teaching methods by Cohen, Gage, Mckeachie, Nuthall & Snook, McNeil, Joyce & Weil, etc. More specially, their categories of teaching methods are as follows : Soltis & Fenster macher\ s approaches to teaching(the executive approach, the therapist approach, and the liberatationist approach), Cohen\ s approaches(instrumentalist approach, learner oriented approach and hiberal approach), Gage\ s patterned behavior(lecture, discussion, simulation, etc.). Mosston\ s teaching from command to discovery (command style) task style, reciprocal style, indivisual program, guided discovery and proble solving, Joyce & Weil\ s category(social interaction models, information processing models, personal models and behavior modification models), Alexander, Saylor and Lewis\ s teaching models(community activities, discussion-questioning, group investigation, independent learning, inquiry training, instructional systems design, jurisprudential, lecture, practice & drill, programmed instruction, role playing, simulation of games, synectics, and viewing-listening. Mckeachie category(teacher-centered & student-centered), Borich\ s category(Direct instruction strategies & indirect instruction strategies, and Nuthall & Snook\ s category , Behavior-control or behavior modification model, discovery learning model, and rational model). The criteria for the classification of teaching methods were drawn from the categories reviewed. The results of the study were summarized as follows. 1. Teaching is defined as an act to manipulate environments to induce learning intentionally and systematically. 2. Teaching method can be defined as patterns of teacher behavior that are recurrent, applicable to various subject matters, characteristic of more than one teacher and relevant to learning. 3. The criteria for classification of teaching methods. 1) Educational goals, objectives 2) Educational contents 3) Behavioral pattern 4) Initiation 5) Direction 6) Decision making 7) Structure 8) Autonomy-control 9) Interdependence 10) Learning process 11) Rationality 12) Presentation method 13) Teaching media 14) Grouping In conclusion, the criteria for classification of teaching methods depends on views of Education. That is to say, the different views on objectives, contents and method of education require different teaching methods. There is no absolute criteria for classification of teaching methods.

목차

Ⅰ. 서 론

Ⅱ. 교수 방법의 분류 준거

결론