학습촉진자로서의 교사의 역할 변화에 관한 연구 = A study on change of teacher' role as a facilitator in the school learning

국문 초록 (Abstract)

이 연구의 목적은 학교학습 상황에서의 교사의 태도와 행동을 변화시키기 위한 교수-학습모형을 개발하기 위한 것이다. Carl Rogers가 그의 상당활동과 정신치료 과정에서 강조하는 상호-촉진적 인간관계 이론을 교실수업상황에서도 활용할 수 있는지를 확인하기 위한 것이다. 교사의 기본적인 태도와 활동은 학생들의 학습활동을 최대한 촉진하는 것을 강조한다. 따라서 학습촉진자로서의 교사는 첫째, 진정성, 진실성, 사실성을 강조하고, 둘째, 학생을 소중하게 대하고, 학생 존중감, 적극적인 관심을 보여야 하며 셋째, 학생의 감정까지를 포함한 완전한 학생 이해가 교사행동의 기본전제가 되어야 한다. 이들 세 가지 기본 전제조건을 전조변수로 하고, 교사와 학생의 출발점 행동을 맥락변수로 설정하고, 교수-학습 활동을 과정 변수로, 그리고 학습 성취도를 성과변수로 상정하였다. 이들 네 가지 변수를 중심으로 교육요구 분석단계, 교수목표 및 평가목표 개발단계, 교수-학습과정 단계, 수행성과 총평 단계의 교수-학습모형을 구성하였다. 이 교수-학습모형이 학교학습상황에서 효과를 나타내기 위해서는 먼저 학습 촉진자로서의 교사의 기본적인 태도와 행동이 측정되고, 또 수정되어야 함을 강조하고 있으며 과정변수와 성과평가 변수로서의 수업단계는 구성주의적 교수이론을 기본으로 하였으며 성취도 평가는 수행행동을 총평하는 다양한 수행평가를 제안하고 있다. 이 수업모형을 중심으로 학교현장연구가 더욱 활성화할 것과 상당활동과 인본주의적 교육이론에서 다루고 있는 내용들이 객관적으로 활용할 수 있도록 측정도구를 개발하는 연구가 더욱 활성화할 것을 제안하고 있다.

다국어 초록 (Multilingual Abstract)

Rogers has extrapolated from his experience and research in counseling or psychotherapy and proposed an approach to instructional process which focuses on teaching as a facilitative interpersonal relationship. In his theory the teacher as facilitator is characterized by three basic attitudes; empathic understanding, respect or positive regard, and prizing or trust and learning conditions; realness, genuineness, or congruence. In doing so be has provided a systematic psychological foundation for what is becoming known as humanistic education The purpose of the study is to develop instructional model for classroom teaching in which change the role of the teacher as a facilitator according to Rogers' humanistic education theory. The condition of facilitative learning does not neglect or minimize cognitive or intellectual development as well as fostering affective or emotional growth, which is considered and important aspect of education. Affective development centers upon interpersonal relationships. Such development can be fostered through aspects of the regular curriculum, through didactic teaching of human relations, and especially through experiential learning in basic encounter groups. This Research redeveloped new instructional model for school learning based upon the humanistic education theories. The instruction model is composted with the variables of presage, context, conduct, and product assessments. The stage for assessing relevant teacher's characteristics and learner's characteristics in terms of humanistic psychological traits as presage variable of the study is the most important stage of the model. The Stages for performing task analysis, writing performance objectives and developing performance assessments, instructional process in the classroom, and assessing performances, are the main stages of the model.

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