Vygotsky의 교육관: 교사론, 학생론, 방법론
Vygotsky's Educational Perspectives on Teachers, Students, and Methods
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초록
학습자의 인지발달을 생물학적 존재로서 개인내적인(intra-mental) 상호작용에 기초를 두고 있는 피아제의 입장과는 달리, 사회적인 존재로서 개인간적인(inter-mental) 상호작용에 기초를 두고 있는 비고츠키는 학교를 가장 이상적인 교육기관으로 인식하면서, 근접발달영역 내에서 선발달자인 교사의 지도와 도움을 통하여 어느 누구로부터 도움을 받지 않은 채 수행할 수 있는 학습자의 실재적 발달수준을 능가하는 교육적으로 가장 이상적인 상태인 잠재적 발달수준을 달성할 수 있다고 주장한다. 비고츠키는 이런 과정이 학습자의 인지가 발달하는 가장 바람직한 과정임을 강조한다. 본 연구의 목적은 비고츠키의 교사관, 학생관, 방법관을 분석하고, 그 결과에 근거하여 그의 교육관을 도출하고자 하는 것이다. 본 연구를 통하여, Vygotsky의 교사관은 선발달자로서의 교사와 중재자로서의 교사로 규정한다. 학생관은 적극적인 참여자와 상호 협력자로 개념화 했으며, 끝으로, 근접발달영역의 활성화, 지식구축경험 공유를 방법관의 대표적인 특성으로 규정하였다. 결론적으로 Vygotsky의 교육관은 첫째, 사회 문화적 환경의 역할을 강조하고, 둘째, 발달을 주도하는 학습을 강조하며, 셋째, 지식 공유과정의 강조와, 마지막으로, 중재와 매개 과정을 강조하는 것으로 규정한다.
Abstract
The purpose of this study is to identify Vygotsky's educational perspectives. As an emerging theory of education, Vygotsky's cultural-historical theory of education has been emphasized as a new approach to the issues of characteristics of teachers, students, and instructional methods. Even though Vygotsky commented on certain aspects of education, specific principles on the characteristics of teachers, students, and instructional methods may be inferred only indirectly from his writings and commentaries. Through reference review, the conclusions from this study are summarized as follows: (1) teachers can be defined as the advanced-developed, and mediators. (2) students can be defined as active participators, and mutual collaborators. (3) his instructional methods can be characterized as activation of ZPD, and sharing experiences of knowledge construction. Finally, based on the analysis on those characteristics, Vygotsky's educational perspectives can be conceptualized as the following 4 peculiar characteristics: (1) emphasis on the role of socio-cultural environment affected on students, (2) emphasis on learning that leads development, (3) emphasis on sharing process of knowledge construction, finally (4) emphasis on the process of mediation and intervention of teachers.
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