Vygotsky의 중재전략을 반영한 수업사상별 비계활용 방안
Scaffolding Strategies for Instructional Events using Vygotsky's Intervention Strategy
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참고문헌
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초록
효과적인 교수학습이 이루어지기 위해서는 교사와 학생의 긴밀한 협응과정이 선행되어야 한다. 문화적으로 초보자인 학습자를 전문가로 육성시키기 위해 교사는 학습자마다의 개별 특성을 고려하여 차별화된 교수처방을 제공해야 한다. 많은 교수학자들이 강조하고 있는 비계설정의 원리는 학습자의 현재 수준을 고려하여 그에 적합한 중재 전략을 활용하는 것이다. 본 연구는 교수학습이 이루어지는 이상적인 상황이 교사와 학생의 일대일 관계임을 주장하고, 그러한 관계에서 학습자의 학습활동을 효과적으로 지원할 수 있는 다양한 비계설정의 유형 47가지를 7개의 선행연구 분석에 근거하여 제시하고 있다. 계속해서, 각각의 비계설정의 교사 참여 정도를 3개의 수준으로 분류하였다. 즉 ‘상’ 수준은 혼자 활동하도록 개입하지 않거나 일반적 수준의 단순한 언어적 지시 및 안내 수준으로 규정하고, ‘중’, ‘하’ 수준은 참여의 정도를 더 많이 하는 수준으로 규정하였다. 이렇게 상중하 수준으로 분류된 비계설정은 한 시간의 수업을 운영하는 대표적인 전략인 Gagné의 수업사상에 따라 사상별로 적합한 비계설정을 선정하고 그 이유를 제안하고 있다. 끝으로, 본 연구에서 제안하고 있는 비계설정 활용방안이 실증적인 가치를 지니기 위해서는 선결되어야 할 문제를 제시하고, 후속 연구가 필요한 부분을 제안하고 있다.
Abstract
The purpose of this study is to investigate a way of using scaffolders as a learning-support activity. The most concrete method for supporting learners is the very scaffolding. It means an interactive support system between a teacher and a learner to help internal growth of a learner; That is, a concrete scheme of learners-support activities occurring within learner's ZPD. Currently, this scaffolding, the most basic element for lesson, has been presented immediately and temporarily in the educational field. Concretely, it appears that a methodological study for practical application of this scaffolding more systematically to instruction design is needed. For that, the study looked over the existing literatures, and then studied several types of scaffolding. Looking about the kinds and the role of scaffolding presented by these scholars was the first activity for study. Nextly, the study classified scaffolding according to the level of teacher intervention. For that, a new classificatory criterion was set on the basis of the level of Pratt's intervention, referring to the existing studies. It was the three-grade system of “First”, “Second”, and “Third” according to the level of teacher's direction or guidance. And according to these criterion, scaffolding was classified. Then, this scaffolding was again classified according to the instructional events of Gagné. After looking over the main activities of each instructional event, and then scaffolding was selected corresponding to the activities so that it can be properly applied to the practical teaching-learning design after second-classifying scaffolding according to the level of teacher intervention and the instructional events of Gagné. Finally, the study suggests various research agendas for further investigation on the effects of scaffolding strategies on instruction.
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