근접발달지대에 기초한 교사중재 수업모형 연구 = A Study on the Instructional Model Using Teacher Mediation

다국어 초록 (Multilingual Abstract)

Constructivism believes that knowledge is not transmitted to learners, rather it is constructed by learners during the learning process. Even though constructivism is pervasive in theories and practices of education, instructional model that guides constructivistic approach has not yet been provided. The purpose of this study was to explore an instructional model based on constructivism. Specifically, implications of constructivism and zone of proximal development in education were probed, instructional activities based on zone of proximal development were explored, and an instructional model using teacher mediation was constructed.
The conclusions derived in this study are as follows:
Firstly, while objectivism contends that there exists absolute realities, constructivism focuses on reflective type of meaning-making construction in the knowledge development of learners. Especially, Vygotsky's social constructionism emphasizes zone of proximal development in which interaction between learner and teacher can be optimally accomplished through scaffolding.
Secondly, teacher mediation is on-the-spot adjustment to content flow and complexity on the part of teacher to accomodate learner's idiosyncratic learning needs. Teacher mediation is best accomplished within the zone of proximal development with functional errors and inner speech as its acting rules.
Thirdly, an instructional model using teacher mediation was constructed based on the elements of instructional events proposed by Gagne. Nine instructional events were integrated into three phases in this model: motivation and objectives, teacher mediation activities, formative evaluation and enrichment and correction. Teacher mediation activities are implemented through student response-teacher reaction chains with the acting rule of functional errors and inner speech.