敎育學科 敎育改善에 관한 硏究 : 學生-學習中心 敎授-學習過程을 中心으로 Focussed on the student centered Instruction-learning processes = A Study on the Curriculum Development of the Deparment of Education

다국어 초록 (Multilingual Abstract)

This study was attempted to improve teaching methods for the education department of a teachers' college. Problems referred to teaching methods of the department were extracted through the analysis of its educational systems. The content of education as well as such variables as students and professors were examined. And then, the tactics and a model for improving the teaching methods of the department were presented on the basis of problems extracted.
The devices for solving the problems were discussed as follows :
1) As for the content of education,acadmic structures of each subject have to be facilitated through the rearrangement of educational content,which should be reintegrated according to Starratt's humanistic curriculum model. The devices for fostering the activities of students' scientific inquiry have to be facilitated through the rearrangement of educational content by the Butt's model.
2) As for the student variables,most of the freshmen have difficulties in performing their academic purposes due to the lack of aims and directions of the department in which they are enrolled. Students' expectations need to be controlled by professors for students' adjustment to college life. Especially,students' expectations should be coincided with social expectation.
3) Professor variables are essential to the efficient learning and instruction processes. Thus,professors should concider many relevant variables in planning,implementing and evaluating the instruction-learning processes. The Nodding's teacher competence model provides the frame of references for considering these variables. On the other hand,instruction-learning processes need to be performed in terms of the student-centered learning. De Groot's self reporting model and Kirkpatrick's Maslovian counseling model have significant implications for the planning,implementation,and evaluation of the instruction-learning processes.
On the basis of the findings of this study,the tollowing suggestions are in order.
1) The opportunities for academic research and self understanding should be presented to students in developing the instruction-learning processes in order to achieve the purpose of the department.
2) Group and individual guidance are needed to motivate the students and to foster the students' will to learn.
3) The supported research and opportunities for professors' in-service training to improve their teaching methods should be enlarged.
4) Various measures as stated above have to be devised to facilitate the students' participation and creativity.
5) The model of the education department should be applied to other deparments for improving their instruction-learning processes.
6) It is a well known fact that no school is better than the teacher. Thus,professors' continuous efforts should be made to improve the nstrction-learning processes as a student-centered one.

목차 (Table of Contents)

• Ⅰ. 序 論
• Ⅱ. 敎育學科 敎育體制 分析
• A. 敎育學科 敎育內容
• B. 學生의 變因
• C. 敎授의 變因
• Ⅲ. 敎育學科 敎育改善方案
• A. 敎育內容의 變因
• B. 學生의 變因
• C. 敎授의 變因
• 1. 敎授-學習計劃
• 2. 敎授-學習過程
• 3. 敎授-學習評價
• Ⅳ. 結 論
• A. 要 約
• B. 提 言
• 參考文獻
• 附錄 - Ⅰ
• Abstract