발달장애아 교육을 위한 인지적 접근의 과제와 전망 : 교수-학습의 인지 전략 모형을 중심으로

서지정보

ㆍ발행기관 : 한국발달장애학회 ㆍ수록지정보 : 발달장애연구 / 6권 / 2호
ㆍ저자명 : 백은희

목차

Ⅰ. 서 론
Ⅱ. 발달장애 아동에 대한 개념 정의
Ⅲ. 인지과정에 대한 수정
Ⅳ. 인지적 접근의 조망
참 고 문 헌

한국어 초록

발달 장애 아동의 정보처리 과정의 결함을 중심으로 인지적 수정에 초점을 맞춘 많은 연구가 시행되어왔다. 최근의 과정 중심 전략 교수 이론에서는 발달장애 아동의 인지, 초인지, 동기 변인을 포함한 다중 전략 교수 모형을 제시하고 있다. 본 연구는 새로운 교수 모형에 대한 모색과 함께, 발달장애 아동을 위한 인지적 접근의 최근 동향을 알아보고, 이러한 동향의 교육적 함축 및 앞으로의 과제와 전망에 대하여 논의하고자 한다.

영어 초록

During the 1970's a great deal of research on cognitive strategies identified "producation deficiencies" among young children and unsuccessful students. Cognitive strategy instruction training has investigated immediate effects of strategy training in pre and post test in the experimental laboratory (Wong, 1985). Those instruction training failed to produce the generalized use of strategy training cross the domain.
During the 1980's research on the process based instruction provided metacognitive training added to the cognitive strategy training to solve the question of strategy use in maintenance and transfer setting (Paris & Oka, 1989). Cognitive and metacognitive strategy assumed to help students providing means of skill acquisition and self-regulated executive functioning while skill acquisition.
Students characteristics are not necessarily limited in the information processing but their motivation. Repeated failure experience in the past lower students competence on the tasks, which are known to result in the symptoms of learned helplessness.
The concept of self-regulated learning transferred the responsibility of learning from teacher to student and encompassed motivational components to the strategy training.
It has been acknowledged that students' use of strategy depends on many factors like competence on the strategy use and the task, motivation, aptitude, and social context. Student's value of the goal and belief about the utility of strategy use also influence on the skill acquisition. Classroom environment as a social context also influence on the strategy use. Instructor's skillful guidence instructing the strategy and their encouragement, and peer group support, and task difficulty would provide vital influence on the students' use of strategy. For strategy transfer, teacher should provide different tasks in a systemetic way and should train students in informal training environment.
The purposes of present article are a) to advance and provide the theoretical bases for strategy training b) to build and suggest the optimistic process based model of instructional training for students with developmental disabilities.

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