Vygotsky의 학습ㆍ발달 상호작용이론

강정순(Kang Jeung Soon),이승국(Lee Seung Kook),이혜숙(Lee Hae Suck) 한국교육실천연구학회(한국교육포럼) 2006 韓國敎育論壇 Vol.5 No.2

Vygotsky의 학습ㆍ발달 상호작용이론은 사회적 상호작용을 필수적으로 가정한다. 그러므로 학습이나 발달과정을 이해하기 위해서는 사회적 맥락에서의 상호작용적 상황을 탐구해야 한다는 것에 초점을 맞추고 있다. 아동은 학습과 발달을 위하여 적극적으로 인지적인 노력을 하는 존재이기 때문에, 아동의 발달적 경로를 따라 적극적으로 이끌어 그들의 능력을 최대화시킬 수 있는 사회적 타자인 교사, 성인, 유능한 또래의 중요성을 강조하였다. 즉 아동은 사회적 타자들과의 상호작용을 통하여 그들이 도움을 받는다면 배울 수 있는 상한계(上限界)의 근접발달영역(Zone of Proximal Development: ZPD)에 노출되어야 한다. 아동의 학습ㆍ발달의 요체는 사회적 상호작용 및 진정한 문화적 활동에 대한 아동 자신의 참여 활동이다. 그러므로 성인과 아동, 아동과 아동간의 의견이 교환되는 '타인과의 어울림'이 중시되고 있다. 아동의 삶에 있어 중요한 사람들이 미치는 영향의 강조는 또한 아동의 발달을 이끌어 나가는 데 학교교육의 중요성을 역설하고 있다. Vygotsky's Learning-Development Interaction Theory essentially assumes social interaction. Therefore, to understand learning or development process, this paper focused on investigating social situations in logical connection. Vygotsky emphasized the importance of agency that helps children to process an action easily at social interaction. He considered language is most important intra-mediator of children's cognitive-development, and emphasized the importance of using entra-mediator, for effective learning and development, that leads to the upper limit of ZPD(Zone of Proximal Development). First, the main point of the research of Vygotsky is development's social origin and cultural base and the substance of adult and child's social interaction. Second, the teacher is recommended to take part in the 'educational conversation' during child's cognitive development. Children can show comprehension of the teacher's speech or concept by educational speech, text and pictures. Therefore teacher must use different kinds of ways to share it's own knowledge. Third, the Vygotsky's concept of 'Social Interaction' contains the importance of co-participation, co-education, co-discovery. In this process, children use new data, tool, idea, ability and adaptation with consciousness. In conclusion, Vygotsky's Learning-Developmental Interaction Theory's meaning is children's cognitive development includes the importance of cooperative participation, education and discovery between society and person, adult and child's relationships.

Vygotsky의 인지 발달 이론의 초등 국어 교육에의 시사

김재건(Kim Jae Geon) 글로벌경영학회 2007 글로벌경영학회지 Vol.4 No.1

본 연구는 초등국어교육에서 활용할 수 있는 시사점을 Vygotsky의 인지발달 이론에서 찾아보고자 하는 것으로, 비고츠키는 아동을 타인과의 관계에서 영향을 받으면서 성장하는 역사사회적 존재(historico-societal being)로 보고, 인지발달은 사회학습의 결과로서 사회의 보다 성숙한 구성원들과 상호 작용하는 동안 자신의 문화에 적합한 인지과정이 아동에게 전이된다는 것이다. 언어발달은 인지발달을 위한 상호작용에 가장 중요한 변인으로 보면서, 특히 인지발달과정에는 아동이 혼자서는 해결할 수없지만 타인의 도움을 받으면 해결할 수 있는 근접발달영역(zone of proximal development)이 있다고 한다. 그리고 이 개념이 아동의 인지발달과 교육 및 학습에 중요한 요소임을 역설하고 있다. 이렇게 볼 때 초등국어교육에 있어서는, 교사에 의하여 주도되는 직접교수법이 활용되면서 부모, 교사, 혹은 유능한 또래 등이 협동하는 중재 학습 경험이 중시되는 사회적 상호작용의 언어학습이 효과적인 것으로 확인된다. 이는 언어 및 사고 발달을 개별적 개체 수준이 아닌 사회-문화적 맥락에 관련지어 이루어지도록 하는 것으로, 더 넓은 의미에서 교육의 가치가 중시됨을 뜻한다. This paper aims to study how Vygotsky s cognitive development theory is applied in elementary school Korean language education. Vygotsky thinks of children as historico-societal beings growing through the relation with others. Thus he claims that children s cognitive development results from social learning and that cognitive process suitable for their culture is transferred to them while they interact with more mature members of the society. According to him, linguistic development is the most crucial variable in interaction for cognitive development and there is a zone of proximal development in cognitive development process in which children cannot solve for themselves but they can with the help of others. He claims this concept is the important factor in teaching and learning as well as in cognitive development. In this view, linguistic learning of social interaction is effective in elementary school Korean language education in which direct instruction method mainly conducted by teachers and collaborative mediation learning experience between parents, teachers and competent peers have a top priority. This view implies that the development of language and thought should be made in the social-cultural context, not at the individual level, and moreover, value of education should be considered in a broad sense.

Vygotsky이론에 대한 유아교육적 함의

김숙이(Kim, Sook-Yi) 한국교육사상연구회 2008 한국교육사상연구회 학술논문집 Vol.39 No.-

본 연구는 비고스키의 견해에 대한 그의 이론을 중심으로 구성주의 관점, 근접발달지대, 그리고 언어와 사고의 관계에 대하여 고찰하고 관련된 내용을 중심으로 유아교육적인 함의가 무엇인지 분석하고자 하였다. 첫째, 구성주의 관점을 보면 학습자 스스로 학습에 대하여 주도적인 역할을 하면서 학습에 대한 책임을 유아스스로 져야하는 능동적이고 적극적인 학습이론으로 말할 수 있다. 둘째, 근접발달영역이란 정신발달을 예견하고 있는 것으로서, 유아들의 지적발달을 촉진하며 선도적인 역할을 수행하고 있는 인지전략으로 묘사할 수 있다. 셋째, 사회적인 상호작용은 유아교육적인 측면에서 필수적인 교수, 학습으로 작용하고 있으며 특히 부모나 교사와 같은 성인과의 접촉 또는 유능한 또래와의 상호작용은 사고와 언어의 과정과 더불어 발달의 근원이 되고 있음을 시사 하고 있다. 넷째, 도덕교육은 성인들과의 상호작용을 통하여 도덕성이 형성되며 또한 개인간의 기능이나 담화, 도덕적인 사고, 교사의 도움, 개인적인 내면화를 통하여 도덕적인 기능이 발달함을 제시하고 있다. 결론적으로 유아들의 자율성, 독립성, 학습력을 촉진시켜 나갈 수 있는 학습 환경의 조성과 더불어 비계설정을 통한 유아교육의 현장적용은 강한 학습동기와 구성주의 수업을 이끌어가는 촉매제로 작용되고 있음을 엿볼 수 있다고 사료된다. The purpose of this study was to analyze and detect to the thought and language, zone of proximal development, constructivism, children's moral education, and implication of early childhood education which relates to Vygotskian's theory. First, social constructivism is a part of constructivism, based on Vygotsky's theory, but it can be express a positive learning theory which has a responsibility to the children. Second, higher mental functions is transferred from the level of actual development to level of potential development inside the zone of proximal development which is cultivated childrn's intellectual development as a cognitive strategy. Third, Social interaction in the position of children, is important keys to the children's learning by the interaction between teachers and children with thought and language which relates a foundation of development. Fourth, its very important for the moral education which relates moral thought, emotion, inner-speech, intra-personal functioning, interpersonal functioning, and teacher's assistance that allow moral development. Consequently, it can be stimulate a strong motivation by the learning environment with scaffolding teaching which relates to children's learning, autonomy and self-regulation in terms of constructivism.

청각장애학교 교사가 인식하는 수어의 숙달도가 교수학습 방법과 근접발달대에 미치는 효과에 대한 구조 관계

강태인,최성규 한국청각언어장애교육학회 2023 한국청각·언어장애교육연구 Vol.14 No.3

이 연구는 청각장애학교 교사가 인식하는 수어의 숙달도, 교수학습 방법, 근접발달대의 구조 관계를 분석하기 위하여 조사연구로 수행되었다. 설문지는 수어 숙달도, 교수학습 방법, 근접발달대 각 10문항씩 총 30문항으로 구성되었고, 전국의 14개 청각장애학교에 재직 중인 초등학교 및 중등학교 교사를 연구대상으로 하였다. 연구결과는 다음과 같다. 첫째, 청각장애학교 교사가 인식하는 수어 숙달도는 청각장애학생의 교수학습 방법을 결정하는 주요 요인이다. 둘째, 청각장애학교 교사가 인식하는 수어의 숙달도는 청각장애학생의 근접발달대에 영향을 미치는 주요 요인이 아니다. 셋째, 청각장애학교 교사의 수어 숙달도가 교수학습 방법을 매개할 경우에 근접발달대가 고려된 수업이 가능한 구조이다. 넷째, 청각장애학교 교사의 수어 숙달도는 ‘숙달도’ 자체를 향상시키기 위한 노력에 따라서 교수학습 방법의 효율성이 달라질 수 있는 구조이다. 결론적으로 청각장애학교 교육의 효율성을 담보하기 위해서는 청각장애학교 교사의 수어 숙달도 및 교수학습 방법의 전문성 구축이 전제되어야 청각장애학생의 눈높이 교육이 실행될 수 있는 구조임을 이 연구에서 시사하고 있다. This study was conducted as a quantitative study to analyze the proficiency of sign language, teaching and learning methods, and structural relationships of the proximal development zone recognized by teachers in schools for the hearing impairment. The questionnaire consisted of a total of 30 questions, 10 each of sign language proficiency, teaching and learning methods, and proximal development. Exploratory and confirmatory factor analyzes were applied to find out the sign language proficiency level, teaching and learning method, and structural relationship of the proximal development zone of teachers at schools for the hearing impairment. SPSS 25.0 and AMOS 22.0 statistical programs were applied for all data processing. The results of the study were as follows. First, the sign language proficiency recognized by the deaf school teachers was a major factor in determining the teaching and learning methods for the education of hearing impaired students. Second, the level of proficiency in sign language perceived by teachers at schools for the hearing impairment was not a major factor influencing the proximal developmental zone of students with hearing impairments. Third, when the sign language proficiency of a teacher at a school for the hearing impairment mediates teaching and learning methods, it was possible to conduct classes considering the zone of proximal development. Fourth, the sign language proficiency of teachers at schools for the hearing impaired was a structure in which the efficiency of teaching and learning methods can vary according to the efforts to improve the ‘proficiency’ itself. In conclusion, in order to ensure the efficiency of education in schools for the hearing impairment, this study suggests that the teacher’s proficiency in sign language and the establishment of expertise in teaching and learning methods are the prerequisites for the structure in which the education of students with hearing impairments can be implemented at eye level.

The Zone of Proximal Development (ZPD) and Scaffolding in the Learner-Learner Interactions in Second Language

Hye-Kyung Ryoo 한국응용언어학회 2009 응용 언어학 Vol.25 No.3

The Vygotskian concepts of Zone of Proximal Development(ZPD) and scaffolding(Vygotsky, 19789,1986) in small group learner interactions have gained extensive research interests in recent years. Scaffolding in the right ZPD has been claimed to facilitate second language development. The present study is an attempt to closely investigate the scaffolding mechanisms and ZPD in small group discussion activities. The detailed qualitative analysis of data shows that the learners engaged in varying patterns of scaffolding and the ZPD depending on the particular interactional mechanisms. Overall, the learners benefited from participating in scaffolding actions, particularly, in collective scaffolding instances when they collaboratively worked together as equally contributing participants. The learners also gained help when they focused attention on their language gaps in helping the other peers and relied on their own resources. On the other hand, some peer scaffolding actions in the expert-novice framework gave rather limited opportunities to the learners in that the scaffolding help was not fully appropriated by the learners.

The Zone of Proximal Development (ZPD) and Scaffolding in the Learner-Learner Interactions in Second Language

류혜경 한국응용언어학회 2009 응용 언어학 Vol.25 No.3

The Vygotskian concepts of Zone of Proximal Development (ZPD) and scaffolding (Vygotsky, 1978, 1986) in small group learner interactions have gained extensive research interests in recent years. Scaffolding in the right ZPD has been claimed to facilitate second language development. The present study is an attempt to closely investigate the scaffolding mechanisms and ZPD in small group discussion activities. The detailed qualitative analysis of data shows that the learners engaged in varying patterns of scaffolding and the ZPD depending on the particular interactional mechanisms. Overall, the learners benefited from participating in scaffolding actions, particularly, in collective scaffolding instances when they collaboratively worked together as equally contributing participants. The learners also gained help when they focused attention on their language gaps in helping the other peers and relied on their own resources. On the other hand, some peer scaffolding actions in the expert-novice framework gave rather limited opportunities to the learners in that the scaffold help was not fully appropriated by the learners.

Expanding the Zone of Proximal Development: An Exploratory Study of Dynamic Assessment in EFL Writing Classroom

Ling Ren,황요한 한국언어연구학회 2023 언어학연구 Vol.28 No.1

This study aimed to explore the role of dynamic assessment (DA) in expanding the zone of proximal development of English as a foreign language (EFL) leaners at different levels. For this purpose, we conducted a comparative study with high- and low- level EFL learners in the writing course consisting of 8 weeks of general writing practice and 6 weeks of national writing examination preparation. We administered pre- and post-tests of a writing prompt and two questionnaires to both groups. The results showed the gap in the use of writing strategies between the two groups was reduced after the DA treatment. Students, in particular those at the lower levels, made more progress and became more aware of the various writing strategies available. Furthermore, the DA intervention increased the intrinsic interest of the two groups in the English writing process and narrowed the difference in writing scores between the two groups. Although each aspect of composition increased to a varying degree, the mean value of the language for the two groups did not reach significance. On the basis of this finding, this study suggests how and when DA intervention may be needed to improve EFL learners’ writing abilities and strategies.

Vygotsky의 이론과 교육

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2003 초등교육연구 Vol.16 No.1

The work of Lev S. Vygotsky, which spanned the brief period from 1924 to 1934, has steadily grown in influence since the early 1980s. Unfortunately, however, misconceptions about his work have complicated the analyses of this contributions to educational psychology. Some scholars note that Vygotsky is credited with being 50 years ahead of his time for ideas that he himself credited to others. Vygotsky, like Piaget, analyzed particular aspects of human cognitive development. The key concepts are the nature of cultural influence on the individual development(relationship of different cultures to different forms of thinking), general law of genetic development(sociogenesis), social interaction during learning(collaborative learning and reciprocal teaching), role of speech on development including inner talk, self-regulated learning, and zone of proximal development as a teaching strategy, teachers` role as a guide of learning, and influence of play on cognitive development. Classroom strategies could be developed on the basis of Vygotskian concepts.

비고스키 접근에 의한 교사의 비계설정 4단계별 지도에 따른 유아수학 교수-학습의 효과 - 덧셈, 뺄셈 및 나눗셈의 성장수준차이를 중심으로 -

김숙이 ( Sook Yi Kim ),전정민 ( Jung Min Jun ),이영석 ( Yeung Suk Lee ) 미래유아교육학회 2014 미래유아교육학회지 Vol.21 No.4

The purpose of this study was to analyze and detect to the effects of children``s mathematics education on the ZPD and scaffolding by Vygotsky``s method for the centering of growth evaluation in the addition, subtraction, and division. Twenty middle-class children participated in this research and the research method used a mathematics teaching and learning as four stages of teacher``s scaffolding. In this study, the procedure of this research analyzed and investigated the mathematics teaching and learning by the four stages of teacher``s scaffolding which includes experimental situation of growth evaluation in the addition, subtraction, and division. In fact, this research related to the social constructivism and implications of early childhood education because social constructivism is a part of constructivism, which based on Vygotsky``s theory, but it can be expressed a positive learning theory which has a responsibility to the children. Further, higher mental functions is transferred from the level of actual development to level of potential development inside the zone of proximal development which is cultivated children``s intellectual development as a cognitive strategy. According to the results, there was a significant difference between the addition and subtraction because it was getting higher in the subtraction which was relate to the teacher``s scaffolding. Also, there was a difference between the addition and division which was getting higher in the division because of teacher``s scaffolding and support. Moreover, there was a meaningful difference to the subtraction and division for the children``s growth level which related to ZPD and scaffolding so that it looked much higher scores of subtraction than division. Therefore, social interaction in the position of children, is important keys to the children``s learning by the interaction between teachers and children with ZPD and scaffolding which relates a foundation of development. Consequently, it can be stimulated a strong motivation by the learning environment with scaffolding teaching which relates to children``s learning, autonomy and selfregulation in terms of constructivism.

비고츠키 손상학의 도덕교육적 함의

이재호 ( Jae Ho Lee ) 한국초등도덕교육학회 2014 초등도덕교육 Vol.0 No.45

그 동안 비고츠키의 이론은 전통적 발생적 인식론의 대안적 관점을 제시한 것으로 주목받아왔다. 특히, 중추발달지대 (ZPD)로 잘 알려져 있는 그의 실험연구는 교과활동의 정당성과 교사의 역할 문제를 해명하고 있다는 점에서 기념비적 업적을 이루었다고 볼 수 있다. 그러나 발달과 교육의 관련문제에 대한 비고츠키의 통찰을 온전하게 이해하기 위해서는 그의 이론에 함의되어 있는 인간발달의 심층논리를 가능한 한 충실하게 드러낼 필요가 있다. 연구결과에 따르면, ‘손상-과보완의 발달축’으로 명명되는, 이른바 손상학의 연구는 인간이 어떠한 경로를 거쳐 심성을 함양하는가의 문제를 통념과는 달리 새로운 관점에서 탐색하는 것을 가능하게 한다. 도덕수업에 관한 통념이 학생이 당장 필요로 하는 것을 필요로 하는 만큼 전달하는 일종의 보완과정이라면, 손상학이 주는 시사점은, 사고차원의 변화를 넘어 존재차원의 변화를 위해서는 학생이 필요로 하는 것 이상의 ‘과보완’이 도덕수업에서 불가피하게 요청된다는 점이다. The purpose of this study is to find out implications of defectology of L. S. Vygotsky for Moral Education. Recently, Vygotsky`s theory have received attention as an alternative perspective which may moderate the relationship between development and instruction on the contrary to traditional genetic epistemology. Especially, his experimental study about ‘Zone of Proximal Development’(ZPD) accomplished a monumental work in a regard the problems of justification of subject-activity and the teacher`s role. But, it needs to reveal deep structure of human development implicated Vygotsky`s theory for understanding his insights about the relationship between development and instruction. According to result of this study, Vygotsky`s defectology named ‘the developmental axis of defect-overcompensation’ may potentialize an inquiry about methodological principles of mind-cultivation in Moral Education unlike common idea. In general, the common idea about Moral Education is to understand by compensatory processes for instructing as much as the needs of pupils here and now. According to him, it is compensation. On the contrary, defectology of Vygotsky implies that Moral Education is to postulate overcompensation inevitably for changing from the dimension of thought to he dimension of being above the needs of pupils here and now.