개별화와 협동화: 실천적 전개를 위한 통합의 논리 = Individualization and Cooperation: The Rationalization for Integration of the two Methods in Practical Perspectives

다국어 초록 (Multilingual Abstract)

The primary purpose of this study is to compare the ideas, backgrounds and characteristics between the individualized and cooperative learning that is the most representative ways of instruction and learning. The second purpose is to search the possibilities of integrating the two methods. Individualized learning has meaning of instructional planning and tactics as given to the learner of individualized treatment according to the learner characteristics in addition to the learning processed individually. The cooperative learning also has preplanned instruction and learning format in terms of the learning task, team building, method of cooperation and evaluation. The commonality of the two methods is that the control of instruction and learning plan is preplanned by professionals like teachers or instructional designers instead of the learner himself, even the ideology and patterns of instruction are different from each other. The main point of this study is that the different points have to be converged, rearranged, and integrated in actual educational situation, even though the instruction-learning system dependant upon the different theoretical background has to be studied in the separated ways that the theories support. The alternative methods in instruction have to be applied in an integrated manner in actual classroom situation because the instruction and learning are not like a zerosum game. In the future, the integrated manner will be needed more. In this study, the pattern of integration of individualized and cooperative learning is presented in the four following ways; the individualized learning in the cooperative learning, the cooperative learning in the individualized learning, the integration in the multimedia situation, and the integration in terms of the curriculum management. The knowledge and practicable ability about the individualization, cooperation and integration of these ways will decide upon the characteristics of the future education.

국문 초록 (Abstract)

본 연구의 일차적 목적은 개별화 학습과 협동화 학습의 이념, 배경, 특징 등을 비교해 보고, 두 대표적인 교육방법의 통합의 가능성과 통합의 형식 등을 검토해 보는 것이다. 개별화 학습이란 학습이 개별적으로 일어난다는 것에 추가해서 학습자특성에 따른 개별적인 처방이 주어진다는 점에서 교육적 기획과 배려의 뜻이 들어있다. 협동화 학습도 학습과제, 팀의 구성, 협동의 방식, 평가 등이 사전에 치밀하게 계획된 교수-학습의 형태이다. 이념과 수업의 형태가 상이하긴 하지만 두 이론의 공통점은 교수-학습에 대한 통제권이 학습자에게 무제한 일임되는 것이 아니라, 전문가에 의해서 사전에 계획된다는 점이다. 각각 다른 이론적 배경을 가지고 있는 교수-학습 체제는 그 이론이 지지하는 방식대로 분리된 상황에서 연구될 수밖에 없지만, 그것이 실천되는 교육의 상황에서는 상이한 관점이 수렴되고, 조정되고, 통합되어야 한다는 점이 본 연구의 요체이다. 교수-학습은 제로썸게임과 같은 것이 아니기 때문에 대안적 교육방법들이 통합적으로 적용되어야하는 상황이다. 미래의 교육상황은 더욱 통합된 상황을 요구하게 될 것이다. 개별화 학습과 협동화 학습이 통합되는 방식으로 여기에서는 협동학습 속의 개별화학습, 개별화 속의 협동화 학습, 멀티미디어 환경과의 통합, 그리고 교육과정 운영상에서의 통합 등 4가지 대안을 제시하였다. 개별화와 협동화, 그리고 이들의 통합에 대한 지식과 실천능력은 미래 교육의 성격을 결정하게 될 것이다

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