역량 중심 교육으로서의 율곡의 교육사상 연구 : 학습자중심교육과의 비교를 통해

김병국(Kim, Byungkuk) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.22

목적 최근에 점차적으로 우리나라 대학의 주요한 학습방법으로 자리를 잡아가는 학습자중심교육의 교육목적과 교육방법의 취지를 15세기 율곡의 교육사상 속에서 찾아보아 우리나라에서의 학습자중심 교육의 취지의 역사적 맥락을 살펴보고 오늘날 학습자중심교육의 적절한 방향성을 제시해보고자 한다. 방법 학습자중심교육의 공통적인 교육목적과 학습자중심 교육 중 PBL, 팀기반학습, 플립드러닝의 독특한 교육방법들을 살펴보고, 아울러 율곡의 교육에서의 교육목적, 교육방법을 각각 밝힌 후에 이 두 교육의 교육목적, 교육방법을 비교 연구하여 그 공통점과 차이점을 찾아서 오늘날 학습자중심교육에서의 보완점을 제시하고자 한다. 결과 이 두 교육에 있어서 공통점은 다음과 같다. 첫째, 실제적인 현실의 문제를 해결하기 위한 학습을 중요시한다. 둘째, 학습자의 자기주도적 학습 역량과 상호소통역량 등 학습자의 역량 향상을 중요시한다. 즉, 개별학습, 집단학습을 통해 각 주제에 대하여 다양한 시각에서 접근함으로써 해당 주제를 온전히 이해하여 해당 문제를 해결토록 한다. 셋째, 자기주도적 학습, 질의응답과 토론의 방식을 사용한다. 넷째, 수업에 있어서 교수자의 수업 설계 역량과 운영 역량을 중요시한다. 교수자는 해당 주제에 대한 기본적인 개념을 학습자에게 알려주고, 해당 주제에 대해서 쟁점이 되는 문제를 준비하여 제시한다. 다섯째, 교수자는 학습내용을 평가하여 학습자들이 자신의 학습에 반영토록 한다. 그리고 이 둘의 차이점은 다음과 같다. 첫째, 교수자에 대한 역할의 차이이다. 둘째, 학습자의 생활태도에 대한 입장의 차이이다. 셋째, 시스템의 활용에 대한 차이이다. 결론 이 두 가지 교육에 있어서 그 교육방법에 약간의 차이는 있지만 15세기에 이미 우리나라는 학습자중심교육을 시행하고 있었음을 이 두 교육방법을 비교함으로써 확인할 수 있었다. 그리고 오늘날 역량중심교육에서 학습자들이 학습성과를 효율적으로 달성하기 위해서 우선적으로 강조해야 할 것은 바로 학습자 간뿐만 아니라 교수자와 학습자 간의 도타운 신뢰를 형성하는 것인데, 이러한 신뢰는 교수자가 해당 수업에서 다루는 주제에 대해서 얼마나 깊이 있는 통찰력을 갖고 있는지, 학습자들의 개인 활동과 팀 활동에 대해 얼마나 적절한 학습을 지원하고, 피드백 등을 적절히 지원하는지, 그리고 얼마나 엄밀한 평가도구를 사용하여 객관적인 평가를 하는지와 같은 교수자의 역량이 크게 좌우한다고 생각한다. 그리고 교육에 있어서 무엇보다 중요한 것은 학습자들이 자신의 학습 동기를 명확하게 갖는 것이다. 오늘날에는 학습자들의 성향과 욕구는 매우 다양하므로, 교수자는 이들의 다양한 성향과 욕구에 대한 분석을 통해 학습자들에게 명확한 학습동기를 부여하기 위해 노력해야 할 필요가 있다. 또한 디지털리터러시를 활용하여 교육 자료를 제작, 운영하고 LMS를 효율적으로 이용하여 교육성과를 높이도록 해야 한다. Objectives In recent years, The educational purpose and methods of learner-centered education are gradually becoming the main learning method of Korean universities, so I find the spirit of learner-centered education in Yulgok s educational thought, and I want to examine the historical context of the spirit of learner-centered education in Korea. I would like to suggest an appropriate direction for today s learner-centered education. Methods I will examine the common educational purpose of learner-centered education and the unique educational methods of PBL, team-based learning, and flipped learning among learner-centered education. and I will reveal the educational purpose and educational method in Yulgok s education. Next, the purpose of these two educations and educational methods are comparatively studied to find their commonalities and differences, and to present complementary points in today s learner-centered education. Results What these two educations have in common is: First, it emphasizes learning to solve real-world problems. Second, it places importance on improving learners competencies, such as learners self-directed learning capabilities and interactive communication skills. In other words, by approaching each topic from various perspectives through individual and group learning, it is possible to fully understand the topic and solve the problem. Third, it uses the method of self-directed learning, question-and-answer and discussion. Fourth, it emphasizes the instructor s class design competency and operational competency in class. The instructor informs the learner of the basic concept of the subject, and prepares and presents a problematic problem on the subject. Fifth, the instructor evaluates the learning content so that the learners reflect it in their own learning. And the difference between the two is: First, there is a difference in the role of the instructor. Second, there is a difference in the learner s attitude toward life. Third, there is a difference in the utilization of the system. Conclusions Although there are some differences in the educational methods in these two educations, it can be confirmed by comparing these two educational methods that Korea was already implementing learner-centered education in the 15th century. And in today s competency-based education, what learners need to emphasize first in order to achieve learning outcomes efficiently is to form trust between the teacher and the learner as well as between the learners. Instructor s competency, such as how deeply he(or she) has insight on the subject, how appropriate to support learning, how to appropriately support feedback, and how rigorous evaluation tools are used to evaluate learners individual and team activities I think it greatly influences. And the most important thing in education is that learners have a clear motivation for their learning. Since learners inclinations and needs are very diverse these days, the instructor needs to make efforts to motivate learners clearly through analysis of their various tendencies and needs. In addition, digital literacy should be used to produce and operate educational materials, and LMS should be used efficiently to enhance educational performance.

学習者中心からみた相互評価の実践と課題 ― 日本語会話授業における学習者の意識変容分析を中心に ―

에비나 미유키 한국일어교육학회 2024 일본어교육연구 Vol.- No.68

学習者中心・学習者主体という教育概念が日本語教育に取り入れられて久しいが、そのような教育概念下で行われている学習評価も果たして学習者中心の評価方法なのだろうかという問題意識から、学習者中心授業における学習評価を「学習者も評価に関わり、その評価の実施プロセスにおいては、他者との関係性の中で学習者の学習が促進されるもの」と定義し、学習者参加型評価のひとつである相互評価を実践した。そしてインタビューデータを基に、学習者の意識変容を修正版グラウンデッドセオリー・アプローチ(M-GTA)により分析した。その結果、31の概念と9のカテゴリーが生成された。相互評価により、「学びの実感」や「実力向上」を感じた学習者、「前向きな態度形成」がなされた学習者が存在した一方で、「教授者評価への固執」、「交友関係、評価力への懸念」、「捉え方のずれ」のある学習者も存在した。さらに成績反映に関しては「客観性欠如による成績反映反対」、「成績未反映が条件で負担減少」、「信頼感形成による成績反映賛成」の学習者が存在したことが明らかになった。先行研究と比較するとプラス面よりもマイナス面の概念がより多く生成され、韓国の大学生が従来持っていた評価や成績に関する認識をより詳細に把握できた。これらの分析結果を踏まえ、学習者中心授業における学習評価としての相互評価実践を改善するため、合意形成の観点、フィードバック・リテラシーの観点から考察し、改善策を提示した。 Learner-centered education has long been incorporated into Japanese language education. Based on this concept of education, this study defines the learner's evaluation in a learner-centered class as “the learner is also involved in the evaluation and the learner's learning is facilitated in the relationship with others.” Based on interview data, the learner's change of consciousness was analyzed by a modified theoretical approach (M-GTA). As a result, 31 concepts and 9 categories were generated. While there were learners who felt “realization of learning” or “improvement of ability” through mutual evaluation, there were also learners who had “adherence to professor evaluation,” “concerns about friendship and evaluation ability,” and “misunderstanding.” Furthermore, it has been revealed that there are learners who oppose the reflection of grades due to lack of objectivity, reduce the burden on conditions where grades are not reflected, and support the reflection of grades through trust formation. Compared to previous studies, more negative concepts were created than positive ones, and Korean university students were able to understand evaluations and perceptions of grades more specifically. In order to improve the practice of mutual evaluation through learning evaluation in learner-centered classes, improvement measures were proposed in terms of agreement formation and feedback literacy.

A Quest of Design Principles of Cognitive Artifacts through Case Analysis in e-Learning: A Learner-Centered Perspective

( Seong Ik Park ),( Wan Chul Lim ) 한국교육공학회 2009 Educational Technology International Vol.10 No.1

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in elearning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; ‘Play Around Network (PAN)’ as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners’ knowledge building and their cognitive artifacts; Promoting monitoring of participants`` contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

A Study of Learner-Centered Participatory Activities and Learner Satisfaction Using a 4-Cut Cartoon Creation in College Liberal Arts English Classes

김혜정 국제문화기술진흥원 2023 International Journal of Advanced Culture Technolo Vol.11 No.3

This study proposes learner participatory activities for learner-centered college liberal arts classes. In addition, it analyzes learners’ perceptions of and satisfaction with learner-centered classes and identifies the issues that must be considered when planning learner-centered activities for college liberal arts classes. The study used a learner-centered participatory activity in which participants created a 4-cut cartoon addressing a specific theme. An open-ended questionnaire was administered to identify learners’ attitudes about and satisfaction with the learner-centered classes. It showed that most learners (87.5%) were highly satisfied with the 4-cut cartoon creation activities in the learner-centered participatory class. Learners identified the burden-free nature of the class activities, the fact that they improved their understanding of class content, and that they were fun (not boring) as the main reasons they found the class activities satisfying. In liberal arts English classes, more diverse participatory class activities should be developed to arouse interest and motivation of learners and encourage learners’ participation.

학습자 중심 수업이 상,하위 학생에게 미치는 영향

김복순 ( Bok Soon Kim ) 경희대학교 언어연구소 2007 언어연구 Vol.24 No.2

The purpose of this study is to identify the effects of learner-centered instruction on the high leveled and the low leveled students. For this purpose, I reviewed the theoretical foundations and various previous studies, and made 4 hypotheses. To prove the hypotheses, this study carried out an experiment with two groups of students. An experimental group students took the learner-centered instruction. A controled group students took the teacher-centered instruction. The results, based on a questionary and the analysis of two test scores, are given as follows: first, the learner-centered instruction had more positive effects on the psychology of the low leveled students than that of the high leveled students. Second, the scores of the experimental group improved more than those of the controled group. Therefore, this suggests that the learner-centered instruction had positive effects on the student`s scholastic improvement. Third, among the experimental group, the low leveled students participated in the class more actively and their score improved much more than that of the high leveled students. So this suggests that the learner-centered instruction had more positive effects on the low leveled students` scholastic improvement. Based on these results, I could conclude that the learner-centered instruction is more effective than the teacher-centered instruction. Therefore, it is necessary to develop diverse learner-centered instruction models. And further studies are recommended for identifying the effects of learner-centered instruction on student`s practical communication ability, entrance exam and other abilities. (Kyungpook Nat`l University/Daegu High School)

대학 플립러닝의 학습자 중심성에 대한 학습자의 경험 연구

이예경 ( Lee Yekyung ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.5

This paper explored students’ experiences of learner-centeredness realized through college flipped learning classes. Learner-centeredness for this study implies studentinitiated activities, responsibility and independence of learners, and the outcomes resulting from the aforementioned elements planned in college flipped learning courses of this study. In order to investigate the experiences of the students, a phenomenological method was implemented, and the experiences of 19 students attending a total of 7 flipped learning classes were investigated using a semi-structured interview method. As a result, 3 categories and 6 assumptions were identified. First, in terms of the relation between the instructor and learner, students possessed a strong sense of responsibility, and considered the instructor’s role as a supporter for intellectual growth. Secondly, in terms of instructional methods, flipped classes could be classified into ‘closed’ and ‘open’ types, and discussions, which were most evident to the students as a learning method, elicited various responses. Lastly, in terms of learning outcomes, students perceived internalization of knowledge, finding one’s voice, making independent decisions, and solidifying knowledge as the main outcomes, and considered these outcomes fit for college learning. The results of this study imply that in order to realize learner-centeredness at the college level, rather than focusing on the technical aspects such as developing online lectures, it is more important to focus on developing perspective and understanding of the essential features of learner-centeredness, such as, independence, choice, role, and initiative of the learner.

‘학습자 중심’ 아이디어와 실제 맥락에의 참여: 수학 수업에서의 한 가지 해석

박진희 ( Jin-hee Park ),조현영 ( Hyun-young Cho ) 한국교육과정학회 2017 교육과정연구 Vol.35 No.4

Recently, learner-centered learning has become more popular as the development of competencies has become a core task of educators. “'Learner-centered” learning is a key issue in learning how to manage learners’ participation as a strategy for bringing the learner’s context as close as possible to the context of the teacher. However, some teachers who have implemented a participatory class format have doubted whether the students sufficiently experience the knowledge teachers intend to convey. Therefore, in this study, we looked at the process of participation in the everyday lessons of learners, and we tried to reflect on what learners experienced through them. We also looked at how participation becomes a learner-centered learning experience through the analysis of the contexts of both learners and teachers. The detailed description and analysis of the class participation scenes showed in a deeper way why all the learners in the class were unable to reach the learning outcomes expected by the teacher, or the learners were creating different, unexpected learning contexts. As a result of this study, it is expected that another interpretation of participation will expand the meaning of learning and participation and suggest new implications for learner-centered instructional design.

도행지(陶行知)의 학습자중심 교육과정 구성 원리 탐색

김향란(Kim,Hyang-Ran),최화숙(Choi,Hwa-Sook) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.3

본 연구는 도행지의 교육실천과 교육사상에 대한 분석을 통하여 학습자중심의 교육과정 구성 원리를 추출하였다.도행지는 전통의식과 서구이론의 비판적 수렴으로 교육사상을 형성하고 실천을 통해 이론의 재정립을 시도하였으며 중국교육의 근대화과정에서 학습자중심의 교육실천으로 구민구국을 도모하였다.그는 학습자를 위한 교육을 추구하고 학습자의 능 력신장을 중요시하는 생활중심교육을 지향하였으며 “교학주합일”이론을 통하여 교수학습방법의 혁신을 주도하였다.“사회 즉 학교”라는 관점에서 학교와 사회,교육과 생활을 밀접히 연관시켰으며 교육대상의 보편화와 교육기회의 확대를 주장하고 교육의 대중적 보급을 위해 노력하였다.이러한 도행지의 학습자중심의 교육목적관,학습자를 위한 생활교육내용,학습자의 “행”을 강조하는 “교학주합일”의 교육방법,학습자의 “행”의 양식에 따른 교재론,교육대상 확대를 위한 학교관 등 학습자중심의 교육이론은 교육과정 구성에 중요한 시사점을 제공하고 있다. The purpose of this study is to investigate the principle of Tao Xingzhi(陶行知, 1891-1946)’s learner-centered curriculum construction.Tao Xingzhi has buil this educational thoughts critically accepted not only the traditional consciousness in ancient China but also Western theories ofeducation,and developed his theory constantly through learner-centered educational practice.His educationaltheory makes a great many changes in aspects of educational purpose,contents,process, teaching materials and cognition of school.More concretely presented his educational activities areas follows. Tao pursued education for learners and stressed learner’slifet of ormulate the “life education” theory.In this theory,he appreciated learner’s practice which improves learner’s ability is the most important in education.At the sametime,he made the trinity of teaching,learning and doing to reform the process of instruction.He also argued“society is school”,and associated school with society to expand the educational opportunities in order to diffuse the public-oriented education. Therefore,the constructional principles of Tao’s learner-centered curriculum are represented as following categories of his educational ideas : establishing learner centered object of education,selecting contents from learner’s life,emphasizing learner’s doing in teaching method,compiling teaching materials according to learner’sdoing style,cognizing society as school forgiving more opportunities to receive education.These principles may give valuable implications to construct learner-centered curriculum.

토의⋅토론을 적용한 서양음악사 교과목 운영사례 연구

김수진 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.19

Objectives This study sought to provide an effective teaching direction through practical examples of applying the discussion and discussion method to Western music history subjects and conducting classes with learner-centered teaching methods. At the same time, the purpose is to conduct a learning effect and satisfaction survey for discussion-centered classes for students, analyze the results, prove the effectiveness of the discussion and discussion teaching method, and present a learner-centered teaching model for music colleges in the future. Methods While conducting a class on the history of Western music in the 2022-2 semester at the Department of Music at S University in Seoul, we attempted various class activities such as flipped learning, discussions/debates, quiz games, and reflection journal writing using a three-stage model of before class, during class, and after class. After completing the 15th week of classes, a learner satisfaction survey was conducted on 24 students who took the class to determine the effectiveness of the class method and learners' perception and satisfaction, and the results were analyzed. Results First, the learner-centered teaching method using discussion and discussion has developed various competencies in the learners. Second, through various learning activities and the use of learning materials, the interest and interest of learners were improved. Third, through various activities such as flip learning, PPT lectures, discussion and discussion activities, and writing a reflection diary, the learner's understanding was improved. Fourth, through the formation of mutual closeness with the learners, it was possible to expect the active appearance of the learners. Fifth, the learners' satisfaction with the overall class was high. Conclusions By applying the discussion and discussion method to the Western Music History course, which is a major subject of the College of Music, the learning effect and class satisfaction were increased, and the active participation of learners was drawn. Through this, the effect of the discussion and discussion teaching method was revealed and the way forward for learner-centered teaching was suggested.

중학교 국사 교육에서 학습자 관점이 반영된 내용선정의 필요성과 방안

유득순 역사교육학회 2009 역사교육논집 Vol.43 No.-

This thesis asserts that to realize a learner-centered education in the field of history education, content selection needs to reflect the perspectives of the learners. Also a research has been carried out for the purpose of finding other methods of content selection that reflects the perspectives of the learners on the basis of an analysis of learner perceptions on the present curricular contents. With the introduction of Post-modern historical science and Constructivism, the perception that knowledge is constructed within the internals of a learner and the perception that the teachers and the students are entities that actively construct knowledge proliferated. Under such influences, ‘The 7th curriculum’ and ‘The 2007 reformed curriculum’ emphasizes ‘learner-centered education.’ Learner-centered education values the learners’ abilities, interests, and demands and calls for an active participation in the selection of contents and the process of learning on the part of the learners. The history pedagogy academic field maintains that learners be considered an important axis in the criteria of content selection In spite of this, the content selection of the history education has been done by professionals such as professors and teachers even upto now. The learners have been excluded in the process of content selection and have not taken up an active and principal role in this process. Thus this writer asserts that learners should be made to participate and by doing so the content selection reflect learners’ perspectives. On the other hand, the perception of the learners of the present contents of the middle school Korean History textbook in terms of importance and interests proved to be much influenced by the curriculum and the textbook itself. Because of this, queries on important events have drawn out similar responses revealing a common perception among the students. On the contrary, the students appeared to have different thoughts and showed varying interests on the issue of what is interesting. It has been verified that students make differing selections of contents even with the same criteria. Also the learners showed greater interests in aspects of the past that differed much from the present. While the learners considered the political aspects to be the most important but the least interesting, they rated the cultural aspects to be the most interesting but the least important. This implies much about the content construction of the present middle school Korean History textbook. On the basis of this analysis, this writer has looked for methods of content selection that reflect the learner’s perspective that is applicable in an actual class instruction. Considering the times, purposes and scopes, this writer suggested two methods of reflection. One reflection method is having complement classes on a finished unit based on an in-class conducted written survey of the learners’ perceptions of the finished unit. Another is carrying out a simple investignishn of the learners’ perceptions on the curriculum content previous to instruction through multiple-choice questionnaires then reflecting them in the following classes. This writer has also suggested the use of theme-based studies in selecting contents and designing classes. Many discussions and researches, trial and errors, and experiments are needed for learners to take on an active role in content selection. However, the learner is not only a principal in studying history but another historian carrying out the same thinking tasks and inquiries into the field. So we must make a way to enable the learners to actively participate in the whole process of history education.