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南延杰 단국대학교 교육대학원 1993 敎育論叢 Vol.9 No.-
One of the most core questions confronted perpetually with teachers both in practice and in theory is that how we has to teach. "How do we teach what we has to teach?" is not a simple question, but a mixed question asking such answers as concept, contents, method, and norms of teaching. In this short paper the writer attempted to analyze the only concept of teaching in terms of conceptual analysis. To clarify the concept of teaching, the analysis begins with focusing not upon teaching itself, but focusing upon the likenesses and differences between the different modes of teaching : indoctrinating, conditioning, training, and instructing. The construct of teaching includes these cocepts, and a conceptual map of teaching developed by Thomas Green is used as methodolgical tool in this paper. In the second of this paper the characteristicts of teaching activity is analyzed in terms of intention to achieve learning and professional activity of teachers differentiating from activity of other persons. In the next, the contents of teaching is considered somewhat deeply, especially compared with the concept and activity of indoctrination. The criteria distinguishing teaching from indoctrination are discussed from the viewpoints of Green, Atinson, Hare, Whith, and Snook. Finally, methodology and internal conditions of teaching are analyzed in terms of teaching as task word by Ryle, and according to Kneller, continuity, intentional practicalization, and concept formation as coditions of teaching are considerd.