자기주도적 학습의 재개념화와 교사중재 = Reconceptualization of Self-Directed Learning and Teacher Mediation

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore an alternative conceptualization of self-directed learning focusing on internal process of learners and the way to actualize it in our teaching-learning practices, as self-directed learning has long been conceptualized with the perspectives of initiativeness of teaching-learning activities. The conceptualization up to the present parallels to behaviorism in that it did not focus on learner’s internal processes and its changes, instead it focuses on the external conditions such as planning, executing, and evaluation of learning processes.
Specifically, this study explored a new conceptualization of self-directed learning which focuses on learner’s internal processes, and teacher mediation as a teaching method to realize the new concept of self-directed learning, along with functional errors and inner speech which are relevant variables to teacher mediation.
The conclusions derived from this study are as follows:
Firstly, self-directed learning has long been conceptualized in terms of initiativeness in teaching-learning environment, and it can be categorized as a macro-conceptualization. On the contrary, a new conceptualization can be categorized as a micro-conceptualization, since it focuses on learner’s internal processes and its changes. This new conceptualization relies its theoretical bases on Vygotsky’s zone of prozimal development, which in now called zone of maxinum response opportunity.
Secondly, according to the new conceptualization, self-directed learning is a teaching-learning approach that helps learners to construct their own understanding and meaning, and helps them to reason, problem solve, and think critically about the content. Teacher mediation is a central method to achieve this goal by monitoring the cognitive process of learners and providing appropriate feedbacks to help learners climb next higher rung of the ladder through a gentle student response-teacher reaction interplay. Critical to teacher mediation is on-the-spot adjustment to content flow and complexity on the part of teacher to accomodate learners’ idiosyncratic learning needs.
Thirdly, variables related to teacher mediation are functional errors and inner speech. Functional errors are incorrect but meaningful errors of learners, which play a role of logicalstepping stones that promote the level of learners’ understanding. Inner speech is an internalized form of classroom dialogues between student and teacher, and guides learners think and solve problems independently without intervention of teacher. Therefore, in self-directed learning with micro-conceptualization, teacher's scaffolding within learner's zone of maximum response opportunity should be provided using functional errors and learner's inner speech.

목차 (Table of Contents)

• Ⅰ.서론
• 1.연구의 필요성 및 목적
• 2.연구문제
• Ⅱ.자기주도적 학습의 개념화
• 1.거시적 개념화와 미시적 개념화
• 2.미시적 개념화로서의 자기지도적 학습과 근접발달지대
• Ⅲ.자기지도적 학습방안으로서의 교사중재
• 1.교사중재의 의미와 기능
• 2.최대반응기회지대에서의 교사중재 실제
• Ⅳ.자기지도적 학습을 위한 교사중재 관련 변인들
• 1.기능적 오류
• 2.교실대화와 내적 담화
• Ⅴ.결론
• 참고문헌