發達論的 認知主義에 근거한 個人差 意味의 探索

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구
ㆍ저자명 : 金言柱, 閔明基

목차

Ⅰ. 行動主義와 認知的 行動主義·敎授工學
Ⅱ. 認知主義 敎授工學
Ⅲ. 學習戰略 槪念의 敎育的 意義
Ⅳ. 要約과 結論
參考文獻

영어 초록

The purpose of this paper is to determine if Case’s notion of learning strategy could be used for developing some priciples of individualized instruction. In order to introduce his theory, some critiques on behaviorist instructional technology have made in terms of its main ideas, such as the principle of reinforcement, specification of educational objectives, and research subjects. Moreover, the weaknesses of Gagnë’s notion of the hierarchical task analysis have been pointed out in terms of the variables of age and task.
The instructional stragegies suggested were as follows : First, domain - specific learning stragegies should be taught to improve the quality of learning and to remedy learning deficiencies: Second, the strategies sued by successful students at the same grade, or one or two higher-level grade should be taught for unsuccessful students .
In conclusion, regarding individual differences in a classroom situation, a teacher should consider learning strategies used by students, as well as learning hierarchy embodied in the learning task.

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