Vygotsky의 중재전략을 반영한 수업사상별 비계활용 방안 = Scaffolding Strategies for Instructional Events using Vygotsky`s Intervention Strategy

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate a way of using scaffolders as a learning-support activity. The most concrete method for supporting learners is the very scaffolding. It means an interactive support system between a teacher and a learner to help internal growth of a learner; That is, a concrete scheme of learners-support activities occurring within learner`s ZPD. Currently, this scaffolding, the most basic element for lesson, has been presented immediately and temporarily in the educational field. Concretely, it appears that a methodological study for practical application of this scaffolding more systematically to instruction design is needed. For that, the study looked over the existing literatures, and then studied several types of scaffolding. Looking about the kinds and the role of scaffolding presented by these scholars was the first activity for study. Nextly, the study classified scaffolding according to the level of teacher intervention. For that, a new classificatory criterion was set on the basis of the level of Pratt`s intervention, referring to the existing studies. It was the three-grade system of “First”, “Second”, and “Third” according to the level of teacher`s direction or guidance. And according to these criterion, scaffolding was classified. Then, this scaffolding was again classified according to the instructional events of Gagne. After looking over the main activities of each instructional event, and then scaffolding was selected corresponding to the activities so that it can be properly applied to the practical teaching-learning design after second-classifying scaffolding according to the level of teacher intervention and the instructional events of Gagne. Finally, the study suggests various research agendas for further investigation on the effects of scaffolding strategies on instruction.