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사고력 교육의 명시적 교수 모델 개발

An Exploration of Explicit Instructional Model for Thinking Skills Education

강충열|정선미|정지선
한국통합교육과정학회 (The Korean society for the study of curriculum integration)|2014.01|통합교육과정연구 (Journal of Curriculum Integration)|제8권 제1호|pp. 127-165

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참고문헌

키워드

thinking skills사고력사고기능마음의 습관명시적 교수 모델habits of mindexplicit instructional model
주제분류교육학

초록

20세기 후반 도래한 정보화 시대는 지식의 종류와 양의 방대함, 고도의 기술 수행이 요구되는 작업들을 만들어냈고, 이러한 시대적 변화는 보다 높은 차원의 사고기능을 요하게 되었다. 학교교육의 의의가 교육의 보다 체계적이고 효율적인 실천을 목적으로 한다는 데 있음을 감안할 때, 사고력 향상을 위한 교육은 학교교육의 틀 안에서 이루어질 필요가 있다. 이에 본 연구는 사고력 교육의 명시적 접근에 대한 연구들을 바탕으로 학교교육에 적용될 수 있는 교수 모델을 개발하는 데 목적이 있다. 사고력 관련 문헌들에 대한 고찰을 통해 도입-수행연습-전이연습-평가의 네 단계로 구성된 교수 모델은 각 단계에 적용되는 교수활동과 기법들이 사고기능이라는 절차적 지식을 습득시키는데 초점을 둠으로써 전통적인 수업 모델과 내용 구성적 측면에서 차이가 있다. 능숙한 사고는 학생의 성장에 따라 저절로 개발되는 것이 아니기에, 사고력 교육은 명시적이고 체계적인 교수와 그에 따른 경험을 제공하는 것이 중요하다. 본 연구가 개발한 교수 모델은 학교교육으로의 사고력 교육 도입을 위한 기초연구의 하나로서 기능하고자 하나, 교수 모델 적용에 대한 한국적 교육체제 속에서의 경험적 효과연구와 필요한 지원체제에 대한 후속 연구가 필요하다.

Abstract

In the late 20th century, the advent of the information age brought to the type and amount of the breadth of knowledge, advanced skills required to perform tasks that are created. This chronological of change became to need higher level thinking skills. Considering that the significance of schooling is the systematic and efficient practice of the education, the education for the improvement of thinking needs to be made ​​within the framework of schooling. The purpose of this study is to develop instructional model that can be applied to school education, this model was based on research about explicit approach to thinking education. The suggested instructional model was based on the study of thinking through the relevant literature and composed of four distinctive phases: Introduction, Performance Training, Transfer Training, and Evaluation. This model is different from the traditional model in terms of content constitutive. Also their techniques of teaching activities applied to each stage focus on procedural knowledge of the thinking skills. Skillful thinking is not based on the student's growth because it is not developed spontaneously. Therefore it is important that thinking education offers a explicit and systematic teaching and training experience. We hope that the suggested instructional model will to be act as the basic research for the introduction of thinking education, but further studies and reviews are needed to determine the empirical validity of its effects and the kinds of supports to follow in current Korean education systems.

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