라트케(Ratke,W.)와 코메니우스(Comenius,J.A)의 교수학(Didactica)의 특징
The Characteristics of “Didactics” of Wolfgang Ratke and John Amos Comenius
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This study compares the book 『Didactica magna』, written by J. A. Comenius who is evaluated as the best scholar of teaching and theorist of modern didactics, with “Didactica oder Lehrkunst ” of W. Ratke’. By comparing the two I investigated the didactic characteristics of the 17th century. According to this study, the didactics of W. Ratke and J. A. Comenius is a systematical school education theory for the general people focusing on the systematic management of educational content and teaching material, didactics-learning skills, and school-class-teacher-student. The common areas between the didactics of W. Ratke and J. A. Comenius according to this study is as follows:First, their didactics discussed a new teaching method which had to be introduced. in the prospective of a teacher. Second, they searched for an unforced, certain, fast, and easy way of teaching. Third, they rejected the didactics which focus on memorizing, while insisting on the composition of teaching contents and material according to the age and comprehension ability of the children. Fourth, they emphasized the constant repetition of study. Fifth, they put emphasis in the unity of teaching content and material. Lastly, the discussed teaching-learning and discipline separately.
Abstract
This study compares the book 『Didactica magna』, written by J. A. Comenius who is evaluated as the best scholar of teaching and theorist of modern didactics, with “Didactica oder Lehrkunst ” of W. Ratke’. By comparing the two I investigated the didactic characteristics of the 17th century. According to this study, the didactics of W. Ratke and J. A. Comenius is a systematical school education theory for the general people focusing on the systematic management of educational content and teaching material, didactics-learning skills, and school-class-teacher-student. The common areas between the didactics of W. Ratke and J. A. Comenius according to this study is as follows:First, their didactics discussed a new teaching method which had to be introduced. in the prospective of a teacher. Second, they searched for an unforced, certain, fast, and easy way of teaching. Third, they rejected the didactics which focus on memorizing, while insisting on the composition of teaching contents and material according to the age and comprehension ability of the children. Fourth, they emphasized the constant repetition of study. Fifth, they put emphasis in the unity of teaching content and material. Lastly, the discussed teaching-learning and discipline separately.
참고문헌 (36)
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