학군사관후보생 교육방법 분석(교수, 학습이론을 중심으로)

Abstract

Currently, the Army applies educational methods such as flipped learning, reciprocal peer teaching, situation oriented discussion, and debate to all school education based on the concept of 'student-centered participatory education'. This means that the Army has introduced the theory of constructivism that has become the mainstream of the recent educational paradigm. However, as the education method is uniformly applied to all school education without consideration of the purpose, the Characteristics of subject, and condition of education, so the education effect is not achieved as expected, or adverse effects appear, especially serious in the ROTC education. The following are the solutions proposed by the researcher. First, it is necessary to simplify the course composition by integrating and removing the subjects, and all education subjects should be systematized in connection with the education emphasis, so that the relation of the subjects can be increased and systematic knowledge can be acquired. Second, it is necessary to apply the apprenticeship training in the camp training that requires mastery of behavior, and to select the subjects and tasks that require discussion and debate in-school education that foster knowledge, attitude and value. Third, it is necessary to apply the constructive education method in accordance with realistic conditions. So in flipped learning, instructors should provide cadets with high-quality prior learning materials, and provide lectures and explanations by assuming that they do not have prior knowledge. And RPT must be performed connecting with discussion by designating present mission previously, and must be discontinued in camp training because that is changed into a mean of evaluating. In situation oriented discussion and debate, instructors do not leave cadets studying by themselves, but they have to lead cadets study actually by compromising indirect instruction and non-instructional instruction.