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      통합논술의 자기 주도적 교수학습 모델 연구 : 인지적 도제 방법 적용 및 매체 블렌딩을 중심으로 = A Study on the Self-Directed Learning Methodology for Integrated Discourse : Based on Cognitive Apprenticeships & Internet Blending

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      https://www.riss.kr/link?id=T11361690

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      다국어 초록 (Multilingual Abstract)

      This study seeks for the definition and significance of 'Integrated Discourse', in the first place, which are reflected in diversely shifted aspects of the educational view going after social changes to the current of knowledge & information times. Knowing the origin and concept of Integrated Discourse represents the right teaching direction to us. Based on this, the ultimate purpose of this study is mainly to materialize the self-directed teaching & learning methodology suitable for the distinctive feature of Integrated Discourse, especially for the middle and high school.
      In short, today computer technologies and media are grown to stress on individual creativity and diversity. Moreover, social & cultural changes in this way have had a strong influence on the education and cried for appropriate teaching method's reform to 'the self-directed learning'. In former days, teaching methods have been mostly taken the cramming education which is 'teachers-centered' rather than learners. However, they are now changed that 'learners' are the nucleus of the learning process.
      By the way, most existing studies have a limit to define Integrated Discourse depending on the criterion of exams for the college entrance. The consequence is that their focal point for teaching discourse ceases discussing on the problem, 'how to write well', focused on 'the result'. Owing to this, in spite of requiring quite different educational paradigm, discourse class does not yet break from an teaching method by rote and is still buried under the cramming education.
      In fact, discourse is based on the premise that it needs a balance between 'how to write' and 'what to write'. A further thing in the Integrated Discourse requiring the synthesized knowledge and thinking is 'what to write'. This is a reason that Integrated Discourse, especially for the middle and high school, is characterized as follows: (1) synthesized thinking, (2) creative communication with heterogeneous subjects, (3) learning process-centered (day to dayness), (4) self-directed (learner-centered). Especially, with this in mind, 'day to dayness' of learning Integrated Discourse is very important because a learner's discourse ability could not grow for once a class only. Thus, we can say that Integrated Discourse not only means 'a writing act or skill' but includes 'total learning process(course)' for the synthesized knowledge and thinking among related subjects. Notwithstanding its distinctive features, many teachers at schools still incline to think that Integrated Discourse is a sort of writing just for the result-oriented.
      Consequently, this study is mainly to materialize the self-directed teaching & learning methodology under the notion that Integrated Discourse is characterized as previously stated. With this in mind, the teaching & learning model this study designed is based on the cognitive apprenticeships and put some essential methods of it, like 'modeling', 'scaffolding', 'coaching', 'fading', etc, to the each learning frame transformed corresponding with each purpose by intent. Furthermore, this study testifies the self-directed teaching & learning model of Integrated Discourse, whether it can be realistic or not, with reifying the teaching strategy blended with a medium, especially internet 'blog' and 'cafe'.
      This study is significant because it shows the feature of Integrated Discourse for the middle and high school in the current of times, makes out the self-directed teaching & learning model, and gives shape to a model. However, at the same time, it has a limit in that it is not taken an objective method, like quantitative analysis. Therefore, maybe succeeding studies related to the above will be expected to make up for this.
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      This study seeks for the definition and significance of 'Integrated Discourse', in the first place, which are reflected in diversely shifted aspects of the educational view going after social changes to the current of knowledge & information times...

      This study seeks for the definition and significance of 'Integrated Discourse', in the first place, which are reflected in diversely shifted aspects of the educational view going after social changes to the current of knowledge & information times. Knowing the origin and concept of Integrated Discourse represents the right teaching direction to us. Based on this, the ultimate purpose of this study is mainly to materialize the self-directed teaching & learning methodology suitable for the distinctive feature of Integrated Discourse, especially for the middle and high school.
      In short, today computer technologies and media are grown to stress on individual creativity and diversity. Moreover, social & cultural changes in this way have had a strong influence on the education and cried for appropriate teaching method's reform to 'the self-directed learning'. In former days, teaching methods have been mostly taken the cramming education which is 'teachers-centered' rather than learners. However, they are now changed that 'learners' are the nucleus of the learning process.
      By the way, most existing studies have a limit to define Integrated Discourse depending on the criterion of exams for the college entrance. The consequence is that their focal point for teaching discourse ceases discussing on the problem, 'how to write well', focused on 'the result'. Owing to this, in spite of requiring quite different educational paradigm, discourse class does not yet break from an teaching method by rote and is still buried under the cramming education.
      In fact, discourse is based on the premise that it needs a balance between 'how to write' and 'what to write'. A further thing in the Integrated Discourse requiring the synthesized knowledge and thinking is 'what to write'. This is a reason that Integrated Discourse, especially for the middle and high school, is characterized as follows: (1) synthesized thinking, (2) creative communication with heterogeneous subjects, (3) learning process-centered (day to dayness), (4) self-directed (learner-centered). Especially, with this in mind, 'day to dayness' of learning Integrated Discourse is very important because a learner's discourse ability could not grow for once a class only. Thus, we can say that Integrated Discourse not only means 'a writing act or skill' but includes 'total learning process(course)' for the synthesized knowledge and thinking among related subjects. Notwithstanding its distinctive features, many teachers at schools still incline to think that Integrated Discourse is a sort of writing just for the result-oriented.
      Consequently, this study is mainly to materialize the self-directed teaching & learning methodology under the notion that Integrated Discourse is characterized as previously stated. With this in mind, the teaching & learning model this study designed is based on the cognitive apprenticeships and put some essential methods of it, like 'modeling', 'scaffolding', 'coaching', 'fading', etc, to the each learning frame transformed corresponding with each purpose by intent. Furthermore, this study testifies the self-directed teaching & learning model of Integrated Discourse, whether it can be realistic or not, with reifying the teaching strategy blended with a medium, especially internet 'blog' and 'cafe'.
      This study is significant because it shows the feature of Integrated Discourse for the middle and high school in the current of times, makes out the self-directed teaching & learning model, and gives shape to a model. However, at the same time, it has a limit in that it is not taken an objective method, like quantitative analysis. Therefore, maybe succeeding studies related to the above will be expected to make up for this.

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      목차 (Table of Contents)

      • I. 서론 = 1
      • 1. 연구의 목적과 필요성 = 1
      • 2. 선행 연구 검토 = 7
      • 3. 연구의 방향 = 11
      • II. 통합논술의 의의와 교육 방향 = 14
      • I. 서론 = 1
      • 1. 연구의 목적과 필요성 = 1
      • 2. 선행 연구 검토 = 7
      • 3. 연구의 방향 = 11
      • II. 통합논술의 의의와 교육 방향 = 14
      • 1. 통합논술의 의의와 개념 = 14
      • 1-1. 교육적 지식관의 변화와 통합논술의 의의 = 15
      • 1-2. 통합논술을 바라보는 관점과 개념 = 21
      • 2. 현행 교육과정에 따른 통합논술 교육방법의 시사점 = 27
      • III. 자기 주도적 학습의 개념과 타당성 = 32
      • 1. 자기 주도적 학습의 이론적 배경 : 구성주의 = 32
      • 2. 자기 주도적 학습의 개념과 특징 = 36
      • 2-1. 자기 주도적 학습의 개념 = 36
      • 2-2. 교사 주도적 학습과 자기 주도적 학습의 비교 = 43
      • 3. 자기 주도적 학습과 학업성취도와의 관계 = 47
      • IV. 통합논술의 자기 주도적 교수학습 모델 설계 - 구성주의 관점의 인지적 도제 방법을 중심으로 = 52
      • 1. 통합논술의 자기 주도적 학습 방향 모색 = 52
      • 1-1. 인지적 도제 모델의 개념을 적용한 통합논술 학습 개요 = 55
      • 1-2. 학습스펙트럼 상에서 예상되는 자기 주도적 학습과 인지적 도제 모델과의 관계 = 57
      • 2. 통합논술의 자기 주도적 교수학습 환경 = 60
      • 3. 자기 주도적 통합논술 수업 모형 구안 = 63
      • 4. 학습 프로세스 및 단계별 교수학습 전략 = 68
      • V. 매체를 활용한 자기 주도적 논술 모델 적용 = 83
      • 1. 매체를 활용한 수업의 필요성 = 83
      • 2. 논술 교육의 일상성 획득을 위한 Blended Learning = 86
      • 3. 인터넷을 활용한 자기 주도적 통합논술 수업 전략 = 90
      • VI. 결론 = 97
      • 참고문헌 = 101
      • Abstract = 106
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