지식의 이중구조 이해가 학습과제분석에 주는 시사점 = Suggestions for Learning Task Analysis Based on Understanding Twofold Structures of Knowledge

다국어 초록 (Multilingual Abstract)

The priority in knowledge education is to understand the essence and characteristics of knowledge and to prepare how to teach with them. In the digital era, there is a lot of knowledge. Also the knowledge has been increased with an explosive speed. In this regard, there is an urgent necessity to define what a teacher should teach. Otherwise, her or his existence may be considered lighter than that of internet-based mobile devices or smart-phones, which can provide information immediately. In this paper, this author has begun this study, expecting that if a teacher understands twofold structures as knowledge, and her or his analysis of learning task would be different. It may be not a new idea to consider knowledge as twofold structures. Yet, this author attempts to apply the layer structure to a teacher’s analysis of school assignments. In order to achieve this goal, this author suggests three things: how to understand, how to organize, and how to represent school assignments. First of all, a teacher should understand the school assignment psychologically. This author estimates that so far many teachers have conformed to a logical way, when they have analyzed their school assignments. But this author considers that school teachers need to understand the analysis of school assignments on a psychological basis. Secondly, school teachers should organize their school assignments systematically. The school assignments may be discussed within school subjects. However, twofold structure of knowledge may be related to all-subjects. Thus, considering the twofold structure of knowledge would be a good teaching strategy, which makes learning transfer study. Finally, this author advises that discussing twofold structures is supposed to be considered, not just in the analysis of school assignments, but also in every procedure of a teaching design. In addition, this author suggests that methods of school assignments, reflected by the twofold structure of knowledge, should be developed.

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