학습자 중심 수업의 성격과 적용방안 = A study on the characteristics and implementation of learner-centered instruction

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine and discuss the characteristics and the implementation strategy of the learner-centered instruction. For this purpose the theoretical foundations are reviewed, and the procedures of instruction planning are examined. The implications and effects of various types of learner-centered instructions are reviewed, and the issues on the implementation of the learner-centered instruction at schools are discussed.
The main contents on this study are summarized as follows.
The learner-centered instruction, grounded in cognitive views of learning, places learner at the center of the learning process and emphasizes thought-demanding processes. Learner-centered instruction is bases on learner-centered psychological principles, which view learners as intrinsically motivated, active seekers of knowledge who work with other to socially construct meaning.
Teachers planning for learner-centered activities consider how to make authentic, represent content in a variety of ways, accomodate learner's current understanding, and social interaction, and create and maintain productive learning environments. Learner-centered approaches include guided discovery, inquiry, discussions, cooperative learning, individualization.
The approach to instruction that teachers use should depend on their goals. Effective teachers have clear goals and present learning activities that are aligned with them. Effective teachers remember that the approach to instruction is a means to reaching the goal. And some measures are required to implement the effective learner-centered instruction.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 학습자 중심 수업의 이론적 근거
• 1. 인지적ㆍ구성주의적 학습 이론
• 2. 학습자 중심 수업의 성격
• Ⅲ. 학습자 중심 수업의 계획과 적용
• 1. 학습자 중심 수업의 계획
• 2. 학습자 중심의 수업 유형
• 3. 학습자 중심 수업의 적용에 대한 논의
• Ⅳ. 결론 및 제언
• ［참고문헌］
• ［Abstract］