듀이의 경험 개념에 기초한 예비교사의 통합교과 수업설계경험의 의미 탐색

Abstract

This study examined instructional design experience of integrated subjects based on the Dewey’s philosophy. The value of integrated subjects is realized by teacher’s active design experience. Designing integrated subjects demands active thinking and practice. Therefore, pre-service teachers are in need of design experience about integrated subjects. This study examined and defined the meaning of pre-service teachers’ ideal instructional design experience of integrated subjects based on the Dewey’s philosophy about experience that is ‘interactivity’, ‘continuity’, ‘trying and undergoing’, and ‘having an experience’. The results of this study were follows; Firstly, designing integrated subjects means interaction with environment and reconstruction of design experience is formed through designing and redesigning. Secondly, the processes of ideal design experience of integrated subjects are four stages that are discovering the pre-service teachers’ problems from conflict between practice and theory, clarifying the problems by analysis and evaluation, exploring the solution by interact with theory, and revising and conduction the designed instruction of integrated subjects. The overall conclusion of this study is that the starts of design experience for integrated subjects is pre-service teachers’ mind, not the logic or theory with regards to integrated subjects. The pre-service teachers as a naive, have to design their own instruction and think about designed instruction actively through interacting the theory.