인간발달 연구의 동향과 교육학적 시사 = 맥락주의적 접근을 중심으로

국문 초록 (Abstract)

이 연구는 인간발달의 연구 동향에 비추어 그 교육학적 시사점을 탐색하였다. 인간발달의 연구동향을 전생애적 접근을 중심으로 살펴보고 그러한 동향의 기저에 흐르는 패러다임의 기원인 맥락주의의 주요 특징을 서술하였다. 내적-생물적 차원, 개인-심리적 차원, 문화-사회적 차원, 외적-물리적 차원이라는 네가지 차원을 동시에 고려하는 이러한 패러다임이 근래에 와서 구체적으로 연구에 반영되어 뇌과학적 관심, 생애주기이론, 인간발달의 생태학, 진화심리학의 대두 등 다양한 관점에 입각하여 인간 발달 연구가 진행되고 있다. 결론적으로 발달적 체제모형이 소개되고 이러한 관점이 교육에 주는 시사로서 학생평가와 아동진단, 교육적 처방의 측면에서 학생에 대한 다차원적 진단, 교사-학생 상호작용 양상의 진단, 실행연구 등을 제안하였다.

다국어 초록 (Multilingual Abstract)

This study explored the educational implication of developmental theoris suggested since 1980`s. First, the research trends of Internal Journal of Behavioral Development(IJBD) were reviewed and some representative studies were introduced based on other review paper. From those review, contextualism is found to be main theme of developmental research. Four demensions such as inner-biological, individual-psychological, cultrual-sociological, outer-physical are sugested that make reciprocal interactions within a person`s life cycle. Each dimension is related to different theoretical trends(i.e., brain-based research, life-cycle theory, bioecological model, evolutionary phychology. Contextualism is currently represented by dynamic developmental systems perspective which share several philosophical elements with early contextualism. Educational implications, such as multi-dimensional diagnosis, student-teacher relation analysis, action research for educational treatment, teachers` professional development system, were discussed on the perspective of developmental system.

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