성인 학습을 촉진시키는 성인교육자의 역할

다국어 초록 (Multilingual Abstract)

A common belief among many people is that the learning process is completed upon graduation. Thus adult education is considered a self-improvement activity that is normally pursued in only during one's leisure time. However, in order to cope with the rapid social and technological changes of today, adults of this era need constant training to keep up with the pace of change even if they have completed a formal education, It is the pace of today's life which makes it essential for continuous learning throughout one's lifetime.
However, the task of educating adults is unlike educating children in that adults may not be as motivated to learn in addition to having many external responsibilities which may hinder participation in the learning process. The job for adult educators to motivate adults to be self-directed learnersis therefore a difficult one.
The purpose of this article is to present a basic understanding about adult teaching-learning transactions. By gaining an understanding of theories of adult learning and exposure to traditional practices in adult education, adult educators can develop effective education strategies to facilitate adult learning and find applicable teaching styles currently in practice in order to assist adult learners overcome many of the existing barriers that prevent them from voluntary participation in the learning process.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 117
• Ⅱ. 성인교육의 정의 = 118
• 1. 성인이란? = 118
• 2. 성인교육의 개념 = 119
• 3. 성인교육의 필요성 = 120
• Ⅲ. 성인의 학습활동 참여 = 122
• 1. McClusky(1963)의 힘-부담-한계모형(Power-Load-Margin model) = 123
• 2. Miller(1967)의 힘-장 분석 모형(Power-field analysis model) = 124
• 3. Boshier(1973)의 일치 모형(Cogruence model) = 124
• 4. Rubenson(1977)의 기대-반응성 모형(expectancy-valence model) = 125
• 5. Cross(1981)의 연쇄반응 모형(Chain-of-response model) = 125
• 6. Darkenwald와 Merriam(1982)의 심리사회학적 상호작용 모형(Psychosocial interaction model) = 125
• Ⅳ. 성인 교육자의 역할 = 126
• 1. 인본주의 전통 = 127
• 2. 행동주의 전통 = 128
• 3. 사회적 학습 전통 = 129
• 4. 인지주의 전통 = 129
• 5. 비판적 반성 전통 = 130
• Ⅴ. 결론 = 131
• 참고문헌 = 132
• ABSTRACT = 135