내러티브에 기반한 교육과정 설계 원리 탐구
In Search of the Principles of Curriculun Design based on Narrative
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The purpose of this study is to search the principles of curriculum design based on Bruner's narrative and folk pedagogy. There are many critics about the nature and tendency of existing mode of curriculum design. Because of positivistic stance and linear approach, upholders of main stream of curriculum design have been criticized in terms of objectives model and technological operation. Curriculum design presupposes teaching-learning on the basis of conception of learner and mind. This implies narrative of teacher and learner. Narrative is considered as story-telling, mode of thought, structure of experience,and scheme of meaning making. Principles of curriculum design, in this study focus on planning teaching and learning situation in terms of folk pedagogy which functions as tool and embodiment of narrative. Bruner emphasizes the cultural psychology as tool and conceptual lens considering curriculum design and teaching. In context of cultural psychology, Bruner suggested, curriculum design should contemplate the model of mind and learner thinking. From this work on narrative and folk pedagogy and psychology,curriculum design should be reconceptualized toward culturalism. Bruner suggests four models of mind and models of pedagogy: seeing children as imitative learners, seeing children as learning from didactic exposure, seeing children as thinkers, children as knowledgeable. Theses four models should be integrated into curriculum design. The principles of curriculum design we studied focusing on narrative and folk pedagogy are as follows: First-constructivism, spiral orientation,internalization. Second-dynamic of structure of knowledge, narrative learning process, interpretive perspective. These principles are applied to macro and micro levels of curriculum design.
Abstract
The purpose of this study is to search the principles of curriculum design based on Bruner's narrative and folk pedagogy. There are many critics about the nature and tendency of existing mode of curriculum design. Because of positivistic stance and linear approach, upholders of main stream of curriculum design have been criticized in terms of objectives model and technological operation. Curriculum design presupposes teaching-learning on the basis of conception of learner and mind. This implies narrative of teacher and learner. Narrative is considered as story-telling, mode of thought, structure of experience,and scheme of meaning making. Principles of curriculum design, in this study focus on planning teaching and learning situation in terms of folk pedagogy which functions as tool and embodiment of narrative. Bruner emphasizes the cultural psychology as tool and conceptual lens considering curriculum design and teaching. In context of cultural psychology, Bruner suggested, curriculum design should contemplate the model of mind and learner thinking. From this work on narrative and folk pedagogy and psychology,curriculum design should be reconceptualized toward culturalism. Bruner suggests four models of mind and models of pedagogy: seeing children as imitative learners, seeing children as learning from didactic exposure, seeing children as thinkers, children as knowledgeable. Theses four models should be integrated into curriculum design. The principles of curriculum design we studied focusing on narrative and folk pedagogy are as follows: First-constructivism, spiral orientation,internalization. Second-dynamic of structure of knowledge, narrative learning process, interpretive perspective. These principles are applied to macro and micro levels of curriculum design.
참고문헌 (40)
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