좋은 수업의 조건들에 대한 비판적 검토: 듀이의 성장 개념을 중심으로

Abstract

It is difficult to define good instruction in a word. However, to pursue good instruction is a common task for all educators. At the present time, viewpoints of good instruction, for the most part, tend to focus on the visible process or procedure of instruction. This tendency can be found in the measure of instruction assessment in school. For example, items that we can find in the measure are as follows. Is the presentation of instruction objective clear? Does a teacher bring about learners' learning motive? How high is the degree of interest and participation of learners? What is the instruction model that a teacher applies in the present instruction? How richly equipped are the aids or object-materials of instruction? It cannot be denied that those items are a useful guide for the teachers to put good instruction in practice. However, it is a mistake to accept the measure of instruction assessment itself as the only criterion of good instruction. Because good instruction cannot be stipulated not only by a superficial scene of instruction or by a instruction form of learner-centered education, but also have to be searched in view of realization of the educative value that the instruction intends in the long view. Related to this problem, Dewey's educational philosophy provides a momentum of reflection about the study of good instruction. According to the implications of Dewey's concept of growth, it can be said that the prevailing ideas of good instruction are not sufficient condition of good instruction, and that only instruction toward continuous growth of experience of learners in general, approaches to the good instruction. In this context, this study is to examine prevailing ideas of good instruction and to elucidate the conditions for good instruction. It is expected that the result of this study will give us new complementary implications to the current views of good instruction.