구성주의와 객관주의 수업설계 모형 비교 연구
Comparative Research on the Instructional Design Model of Constructivism and Objectivism
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초록
본 연구는 수업설계의 양대 패러다임인 객관주의와 구성주의 수업설계관과 이들을 대표하는 주요 수업설계 모형을 비교한 다음, 구성주의와 객관주의 수업설계 모형의 상생과 통합 가능성을 탐구하는데 목적이 있다. 객관주의 수업설계는 논리 실증주의에 근거하여 설계 과정이 하향식의 순차적 과정으로 전개되며, 설계의 목적은 사전에 선정된 지식의 전달에 있다. 반면 객관주의 패러다임의 대안으로 등장한 구성주의 수업설계는 현상학과 해석학에 근거하여 설계 과정이 반성적, 순환적 과정으로 전개된다. 설계의 목적은 유의미한 맥락에서의 이해와 의미 구성을 촉진하는데 있다. 구성주의와 객관주의 수업설계는 각기 장단점을 지니고 있다. 객관주의는 합리성과 체계성 그리고 과학성을 강조한다. 반면 구성주의는 창의성과 체제성 그리고 예술성을 강조한다. 어느 한 쪽의 설계만으로 수업의 모든 문제를 해결할 수는 없다. 수업 실제의 개선을 위해서는 구성주의와 객관주의를 상극이나 대립 관계로 볼 것이 아니라, 상생과 통합적 관점에서 접근하는 것이 바람직하다.
Abstract
The purposes of this study were to review the viewpoint of constructivism and objectivism, compare the representative model, and explore the possibility of integration in the instructional design. Objectivistic instructional design is based on the positivism and rationality. Thus the goal of instructional design is to deliver the pre-selected knowledge. The process of instructional design is continued systematically through the way of top-down. Objectivist teachers perform the role of knowledge presenter and director of students' learning. But constructivistic instructional design is based on the interpretivism and creativity. Thus the goal of instructional design is to facilitate the understanding of individual in the meaningful context through the individuals' cognitive operation and social interaction. The process of instructional design is continued systemically through the way of recursion and reflection. Constructivist teachers perform the role of guider, advisor, and co-learner assisting the students' learning. One doctrine cannot solve the all the problems of instruction. Constructivism and objectivism have its own merit and demerit. For example, constructivism has the creative, systemic and artistic characteristics. And objectivism has the rational, systematic and scientific characteristics. The merit of two paradigm ought to be integrated to improve the practice of instruction. So, it is judged that the instructional designer should prepare the knowledge of constructivism and objectivism equally.
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