자기조절학습의 능력 개발을 위한 수업의 조건
Conditions of Instruction for Developing Self-Regulated Learning Ability
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자기조절학습은 지능, 동기, 선행지식과 함께 학업성취의 새로운 주요한 변인으로 등장하였다. 최근에 지능은 학업성취에 미치는 변량이 10% 정도인데 비해서 자기조절학습은 약 18%를 차지하는 것으로 보기도 한다(Veenman. 2011). 이것은 자기조절학습이 학습자간 학업성취의 차이를 좁힐 수 있는 새로운 도전이 될 수 있음을 시사한다. 그래서 이 연구는 자기조절학습의 능력을 개발하기 위한 수업의 조건을 탐구하기 위하여 자기조절학습의 개념 및 구성요소와 습득모형을 탐색하였다. 자기조절학습을 구성하는 요인은 다양하게 제시되고 있으나, 이 연구에서는 인지/초인지, 동기/감정과 행동/맥락 범주에 속하는 요소들로 정리하였다. 자기조절학습의 습득모형은 순환적 단계모형(전사고→수행→자기성찰)과 순차적 발달모형(타인조절→공동조절→자기조절)으로 검토되었다. 이러한 자기조절학습의 구성요소와 습득모형을 통해서 자기조절학습의 능력 개발을 지원하기 위한 주요한 수업의 조건과 전략이 제안되었다. 그리고 이 연구에서 제시한 수업의 조건과 전략을 바탕으로 장차 자기조절학습의 교수-학습전략을 탐구하기 위한 방안이 제시되었다.
Abstract
Self-regulated learning(SRL) along with intelligence, motivation and previous knowledge has appeared as a major factor of academic achievements. Recently, it is known that whereas the variance of intelligence affecting students’ academic achievements takes a part about 10% point, the one of SRL does about 18% point. It suggests that SRL could be a new strategy to make the difference narrow among students’ academic achievements. So, this study was to investigate the concept, its components, and acquisition models of SRL to explore the conditions of instruction for developing SRL ability. The components of SRL have explored with a variety of factors by researchers, but in this study they are presented as included in the categories of cognition/meta-cognition, motivation/affection, and behavior/contexts. The acquisition models of SRL are examined with a circular phase model(forethought→ performance→ self-reflection) and a sequential developmental model (others-regulation→ co-regulation→ self-regulation). The conditions and strategies of instruction for developing and facilitating students’ SRL abilities are presented based upon those SRL’s components and acquisition models. And on the basis of conditions and strategies of instruction presented in this study, further research on SRL teaching-learning strategies are suggested.
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