Bruner의 敎育理論의 槪括的 考察 = A general consideration of Bruner's educational theory

다국어 초록 (Multilingual Abstract)

Jeromes Bruner's learning theory is considered to have come from a challenge of Russian scientific deveopment (Sputnic) and accordingly re-evaluation of John Dewey's theory.
The writers reviewed the backgrounds, theorotical foundation and the limits of his theory in comparison with those of John Dewey's theory.
Dewey emphasized empiricism on the foundation of pragmatism, while Bruner based his theory on the structure of knowledge from the standpoint of realism, especially neo-realism.
Bruner regards knowledge as close inquiry of entity which lies in the object of study, but Dewey think knowledge as a result of learning by doing.
Bruner viewed an instruction on the basis of learning about learning.
He also insits on a branch curriculum or a spiral curriculum.
He is confident of the unnecessity of readiness basing on the theory of Piaget's child development.
He claims intrinsic motivation and transfer by structure in stead of traditional, extrinsic compensation in learning situation.
There are a lots of points to be noted in his theory, but due consideration must be given before it is accepted in this society.

목차 (Table of Contents)

• Ⅰ. 序言
• Ⅱ. Bruner 敎育說의 形成 背景
• Ⅲ. Bruner 敎育說의 內容
• 1. 知識構造論
• 2. 知識構造化의 理論
• ① 敎育課程的인 面
• ② 敎育心理 乃至 敎育方法的인 面
• Ⅳ. Bruner 敎育說의 批評
• Ⅴ. 結論
• 參考文獻
• -Abstract-