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張彦孝(Chang Uin Hyo) 국민대학교 교육연구소 1982 교육논총 Vol.1 No.-
The purpose of this paper is to explore the learner"s variable for developing instructional programs in our schools, in which individual student needs are considered. The basic idea for individualizing instruction comes from a multitude of research and evaluation studies that suggest that student differ in interests, motivation, learning rate, goals and capacity for learning. The specific term of "individualized instruction" has been used in various ways through the various theoretical bases. However, individualized instruction has been, generally, defined is "the adoptation of instructional practice and method to individual requirements. It means that instructional process should be varied according to the learner"s variable. These variables are listed and studied from a very different views. For example, Glaser(1965) notes that instructional designer would turn his attention to the characteristics of the students that are to be taught. At least four classes of preinstructional variables are determinants of instructions; 1) pre-requistite of learning, 2) learning sets, 3) aptitude-like variable, and 4) previous achievement. Carroll also suggests five variables as for determinants of the learning outcomes; 1) aptitudes, 2) ability to understand instruction, 3) quality of instruction, 4) opportunity and 5) preserverance. of those variables, three variables-aptitudes, general ability, and preserverance-are suggested to be learner"s variable which determine the learning outcomes. The array of concepts involved in the pre-instructional measurement of aptitudes, readiness, and diagonostic measures of achievement must be systemized for theoretical development and for use in instructional design rather merely listed and considered. With respect to pre-instructional repertories, the important problem is to investigate the relationship between individual differences and learning variables, and more to develop techniques for the accomodation of instruction to individual needs. In this study, five repertories of pre-instructional behavior were specified and explained for the accomodation of instruction. 1) General ability such a aptitudes and IQ which consisted of the ability to understand the instruction provided by the instructor. 2) The extent to which the student has acquired the pre-requisite for learning the knowledge to be acquired. 3) Cognitive strategies such as learning sets and congnitive style, which facilitate or interfere with new learning under certain instructional conditions. 4) Specific learning disabilities with which children exhibit a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. These may be manifestied in disorders of listening, thinking, talking, reading, writing, spelling or arithmetic. 5) Emotional variables, such as self-concept and achievement motivation, which are considered to be related with learning process.
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張彦孝(Chang Un Hyo) 국민대학교 교육연구소 1983 교육논총 Vol.2 No.-
The purpose of this paper is to provide a background concerning instructional objectives. By presenting an overview of factors that have contributed to the development performance objectives, it represents the origins of instrutional objective and it"s implications on instructunal process. The technical term like ""behavioral objective"", ""performance objective"", ""learning objective"", and ""instructional objective"" were not used by curriculum specialists early in the 20th contury. However, the early parts of 20th century, Bobbitt(1918, 1924) and Chaters(1923, 1929) had been tried to specify the general objectives into more specific objective. Beginning in the 1920"s, behavioral approach to test construction undoubtredly stimulated by Tylor and his associates. They have developed taxanomies of educational objectives, There taxanomies have proved useful to many educators as aframe work for specifying performance objectives. Another group of professionals who contributed to our understanding of performance objective come from the training lab of the military. There one too many people to mention, but it was Gagne"s (1962, 1965, 1974, 1977) work in learning task analysis, and many related applications to instructional systems that have become landmarks in the field of instructional systems. The implications of instuctional objectives also wildely reviewed and summarized. The instructional objectives are generally need in 1) determining the instructional designning process; 2) constructing the items of test; 3) designning learning experience of students; and 4) reviewing and evaluating of school administration system.
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