미술교육에서 역동적 평가를 통한 학습자의 미술 중재학습경험 이해

• 영문명: Understanding Students' Mediated Learning Experience of Art through Dynamic Assessment in Art Education
• 발행기관: 한국조형교육학회
• 저자명: 박라미
• 간행물 정보: 『조형교육』제25호, 157~184쪽, 전체 28쪽
• 주제분류: 예술체육 > 미술
• 파일형태: PDF
• 발행일자: 2005.01.01

영문 초록

Modem people demand of understanding and interpreting more multifactorial matter and is skeptical of formal structuralization, standardization and dualism. Under this phenomenon of the age, teachers have less and less authority but, on the contrary, students' right is increasing. The reduction of teachers' initiative range means quantitative reduction of teachers' active role, but qualitative expansion at the same time. In other words, it means a qualitative and careful mediative role on students' limited situation educationally. Teachers themselves are positioned as mediators between stimulation and reaction given to the students in limited situation. The assistance of mediated role played by teachers is internalized to each student as mediated learning experience in a meaningful way. In mediated learning experience, students can escape from the limited situation with the help of a mediator's intentional stimulation, but it does not mean the continuance of teachers' same mediating role. When transformation comes about in a meaningful way to a student himself, the mediated role played by a teacher stops or is regulated flexibly so that student himself can internalize it positively. In solving the artistic problem students affront in art education, the mediating role played by teachers is significant and should bring about students' mediated artistic learning experience. In other words, teachers' mediating role should result in students' enhanced insight in self-expression. This is more important to art education than to other field, because the internalization of enhanced aesthetical insight enables students to cope with a new artistic educational situation as well as their life itself flexibly. In art education, teacher-student interaction needs a careful assessment and teachers should carry a desirable mediating role. Art education must not unconditionally depend on emotional relativity. Appropriate and necessary are the teachers' desirable mediating role in

키워드

역동적 평가(Dynamic Assessment), 중재학습경험(Mediated Learning Experience MLE), 학습 잠재력(Learning Potentia)