敎授一學習 構造 : 敎育 發展 硏究(EDP)를 中心으로 = Education Development Project Formulated the Teaching-Learning

다국어 초록 (Multilingual Abstract)

Model within the framework of the basic structure of education. Teaching is an activity of the teacher and learning is an activity of learners, and as such they are to be clearly distinguished. But teaching and learning have inseparable relationships. Therefore, they are linked with a dash “-”rather than with “and” between them in this paper.
Teaching-learning is specified in the dimensions of modes, processes, functions and substance based on the framework of the basic structure of education. At the same time they are integrated with each other in the relationship unique to teaching-learning.
Since school-student-formal education is the primary pattern in the educational modes, containing all the components of education in the dimensions of processes, functions and substance, teaching learning model will be briefly outlined below by describing school-student-formal education through a diagram.
If we take the student learning functions separately, and assume that the learning proceeds through the steps of performace, facilitation and creation, we can develop a school learning curve. At first the learning students progress gradually by performance-learning until they reach point P2 where progress slows down greatly or stops because the students are at maximum proficiency. In its place from P2 facilitation-learning starts to have effect and from point F1 facilitation-learning starts to have effect and from point F1 facilitation-learning gradually starts to increase. This continues to F2 where the increase tapers off or stops. In its place, from F2 creation-learning starts to develop, and from C1 we see the effect of a gradual increase due to creation-learning which continues almost to completion, tapering off at C2.
In the advancement of this kind of formal school learning, there is a corresponding gradual decrease in the involvement of the teacher. The function of the teacher is basically to assist the student in learning, and so between points F1 and P2 it is the teacher's function to assist in the development of performace learning in separate and individual ways. It follows that between points P1 and P2 the teacher will be actually involved with all the students and his effectiveness will be evident. However, between P2 and F1 where facilitation learnings is developing and teacher effort will have to be expanded, performace learning will be tapering off and the number of students needing the teacher's assistance will decrease. Thus, if we consider the number of students the teacher helps directly in terms of the teacher's guidance function, there will be no change between P1 and P2, but between P2 and F1 the guidance function will decrease. Then at point F1 we reach the point where facilitation-learning aid is needed and the teacher function decrease becomes less steep or actually levels off until F2 is reached. Then from F2 creation learning starts to rise but facilitation learning in general reaches saturation conditions and the teaching function again starts to decrease gradually until C1 is reached after which the rate of decrease slows. Here assistance for creation-learning becomes needed and the teacher function continues at about the same level to C2 after which it gradually decreases. Thus we have a wavy curve as shown in Figure Ⅱ with the function getting smaller as we approach the end.
The teacher must provide adequate and appropriate resources such as media and other conditions through which indirect guidance and supervision can be carried out along with providing learning content. In regard to providing conditions, this is a management activily in coordinating the teacher's preparation activities with ideas for production and circulation. From the viewpoint of management mentioned in the last sentence this is a case of consumption, while from the teaching-learning viewpoint it is a matter of promoting learning through providing resources. If we presume that the educational resources are to be prepared following the old style, the financial resources required, as represented by line R in the figure, would be so large as to be a major burden. And depending on the progress of learning they would likely increase.

목차 (Table of Contents)

• Ⅰ. 序論 : 敎育의 本質, 基本 構造와 敎授―學習
• Ⅱ. 學習 活動
• 1. 學習 活動의 特定化
• 2. 學習의 過程
• 3. 學習의 機能的 特定化
• Ⅲ. 敎授 活動
• 1. 敎授 活動의 特定化
• 2. 敎授 活動의 作用
• 3. 學校의 形式的 敎授 活動
• Ⅳ. 敎授―學習 構造
• 1. 學校 內의 形式的 敎授―學習의 機能的 關係
• 2. 學校 敎授―學習 過程의 構造
• Ⅴ. 結語