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가네의 교수이론 PPT

가네가 정의하는 학습이란?인간의 학습된 능력은 차원이 낮은 단계에서 높은 단계로 축척 된다고 보았다. 그러므로 高차원 수준의 지식이나 기술을 학습하려면 반드시 차원이 낮은 단계를 습득해야 가능하다. 주어진 학습 과제는 그 복잡성의 정도에 따라 위계적으로 상이한 수준의 학습 능력이 필요하다. 위계적으로 상이한 학습수준의 학습된 능력을 필요로 하는 학습과제를 하기 위해서는 유형이 달라져야 한다는 것이 학습에 대한 그의 교육사상이다.< 중 략 >쉽게 정리하면!1> 언어는 ‘맥락’에서 찾고,2> 인지기술은 ‘내적 조건’ 가져있고,3> 인지전략은 ‘연습’이고,4> 운동은 ‘반복’이며,5> 태도는 ‘강화’이다.그러므로 가네의 수업은?목표 - 다르게 수업하라목표라는 것은 학습된 결과에 따라 학습하는 방법이 동일하다? 상이하다?

교육학| 2012.10.31| 24페이지| 3,500원| 조회(276)

교수이론, gagne, 가네의 교수이론, 가네의 교수설계이론

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Piaget의 도덕성발달이론

도덕성발달1. 도덕적 발달이란?-도덕적 발달은 옳고 그름에 대한 개념의 발달이다. 도덕적 발달은 개인이 자신과 타인의 행동을 평가하는데 사용하는 옳고 그름에 대한 개념을 획득하는 과정이다(Turiel, 1998). 도덕발달은 일찍부터 시작되고 전 생애를 통해 계속된다. 최초의 도덕발달이론 중 하나인 Jean Piaget의 이론이 있다(Piaget, 1932,1965).2. 도덕성 발달이론?- 우리 사회는 어떻게 사람들이 의사소통을 하는지, 어떻게 타인에게 상처 주는 것을 피하는지 그리고 어떻게 일생을 살아나가는지 등에 대한 규칙 없이 기능할 수 없다. 우리가 아동기였을 때 규칙에 대해 엄격해야 한다는 경고를 받았을 것이다. 모든 사물은 옳거나 그르다는 이분법적인 규칙을 가지고 있었다. 중, 고등학교시기를 생각해보면, 때때로 의도적으로 규칙을 위반했지만, 그 규칙이 어떤 친구에게는 적용되고 또 다른 친구에게는 적용되지 않기도 했다는 사실을 발견하고 놀라웠다는 사실을 회상하게 될 것이다. 아마도 이러한 경험이 규칙에 대한 여러분의 개념에 변화를 가져오게 했을 것이다. 또한 법에 대한 생각도 어떻게 법이 만들어졌는지를 학습하게 되었을 때 변화하였다. 법은 사람들이 논쟁하고 투표하여 제정된 다음 해에 다시 변경되기도 한다. 아동과 성인이 인지와 성격발달에 있어서 차이가 있는 것과 마찬가지로 도덕적 추론에 있어서도 차이가 있다. 여기에서는 첫 번째로 Piaget에 의해서 확인된 도덕적 추론의 단계를 살펴본다. Piaget는 인지발단단계와 도덕적 추론 능력 간에는 관련성이 있다고 제안하였다.3. Piaget의 도덕성 발달이론- Piaget는 도덕성 발달을 크게 세 단계로 구분하였다. 1단계: 전도덕성(Pre-moral stage) 단계, 2단계: 타율적 도덕성(Heteronomous stage) 단계, 3단계: 자율적 도덕성(Autonomous stage) 단계로 구분하였다.- 1단계인 전도덕성 단계는 4세까지의 아동이 해당되며 규칙을 전혀 이해하지 못하며 규칙을 따라야 한다는 생각도 거의 없는 단계이다.- 2단계인 타율적 도덕성 단계는 5~6세의 아동이 해당되며 규칙과 질서를 절대적인 것으로 인식하는 )도덕적 사실주의(Moral realism)를 따른다. 또한 Piaget의 인지발달 단계에서 전조작기에 해당하는 이 단계는 타율적 도덕성 단계로 아동은 외부의 규율과 법칙 권위에 의존하여 행동의 결과에 따라 선악을 판단하는 구속의 도덕성을 발달시킨다.- 마지막 단계인 3단계는 8세 이후의 아동이 해당되며 Piaget는 인지발달 단계에서 구체적 조작기 이후로서 이때는 규칙이나 질서가 다른 사람과의 협의에 의해 결정된다는 것을 이해하고 다른 사람과의 상호작용을 고려하면서 행동의 결과보다는 의도를 기준으로 선악을 판단하는 단계이다. 또한 이 단계에서는 서로 다른 사람이 각각 다른 규칙을 갖는다는 것을 알게 되는 )협력의 도덕성(Morality of cooperation)으로 발달하며, 아동에게 규칙은 사람에 의해 바뀔 수 있는 것으로 받아들여진다.4. 행위의 시비판단시험 ? 누가 더 나쁠까요? 사례1) 존이 제 방에 있는데 저녁 먹으라는 말을 듣고 내려와서 식당 문을 열었다. 문 바로 뒤에 의자가 있었고, 의자 위에는 쟁반과 함께 컵 15개가 있었는데, 존은 그것을 알지 못했다. 그가 문을 열자, 문이 쟁반에 맞으면서 컵이 모두 산산조각이나 버렸다.사례2) 어머니가 외출하고 없을 때, 헨리는 어머니 허락 없이 과자 통에서 과자를 꺼내 먹으려고 의자에 올라서 과자 통에 손을 대다가 그 옆에 있는 컵 1개를 깼다.Question!존과 헨리 중 누가 더 나쁜가요(Piaget, 1965)?취학 전 아동5~6세 아동8세 이후 아동취학 전 아동들은 대게 결과를 중시하여 존이라는 아이가 더 나쁘다고 대답하는 경향이 있다.5세~6세의 아동들은 실수로 15개의 컵을 깨뜨린 존은 의도적으로 나쁜 행동을 하다가 컵 하나를 깬 헨리보다 더 나쁘다며 더 큰 처벌을 받아야한다고 생각한다.8세 이상의 아동들은 점차적으로 행위자의 위도를 중시하게 되어 헨리라는 아이가 더 나쁘다고 대답하는 경향이 있다.존존헨리 Piaget의 도덕성 발달 단계 이론단계도덕적 사실주의도덕적 동등성도덕적 자율성규칙놀이가 고립적 협동이나 상호작용 없음규칙이 발견되지만 규칙이 무엇인가에 대한 합의 없음

교육학| 2012.10.31| 3페이지| 1,000원| 조회(166)

Piaget, 교육심리, 발달이론, 도덕성발달

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English Teaching chapter 3 summary

Chapter 3 is to address some of those acquisition and to set forth explicitly some of the parameters for looking at the efforts of age and language acquisition.There is constant controversy concerning the theory. As cognitive and constructive research on both first and second language acquisition gathered momentum, second language researchers and foreign language teachers began to recognize the mistakes in drawing direct global analogies between first and second language acquisition.First we have to think about the differences between children and adults, and then we bring about better relationships between them. This involves trying to draw analogies not only between first and second language learning situations but also between children and adults. Figure 3.1 represent four possible categories consider. defined by age and type of acquisition. Therefore, we can compare between C1-C2, C2-A2, and C1-A2.Some experts asserts that their statement are true. A biologically determined period emisphere. For example, a patient has had left hemispherectiomy has been capable of comprehending and producing amazing amount of language. Some specialists suggested that lateralization is a slow process that begins around the age of 2 and is completed around puberty. Also, if a child who the period of puberty, that suffer injury to the left hemisphere are able to relocalize linguistic functions to the right hemisphere. Because the period of puberty, children to acquire not only their first language and but also a second language, and that possibly it is very accomplishment of lateralization. 2. Biological Timetables ? Scovel cited evidence for a sociobiological critical period in various species of mammals and birds. “An accent emerging after puberty is the price we pay for our preordained ability to be articulate apes.” 3. Right-Hemispheric Participation ? Obler suggested that when people learn second language, there is important right hemispheric participation. 4. Anthropological Een can control complicate sound ‘r’, and ‘l’ when their age is over 5 years but usually before the adolescence they get an almost perfect the modulation of the phonology. Before the puberty, the development of neuromuscular plasticity can hear authentic sound. After the puberty, children can not learn native pronunciation. However, authentic pronunciation is not necessary when learn second language. Communication, functional purpose’s acquisition is more important than the perfect native accent.Cognitive considerations ? Piaget shows that the course of intellectual development in a child through various stages. (Sensorimotor, Preoperational, operational ) A critical stage for a consideration of the effects of age on second language acquisition appears to occur, at puberty (age 11 in his model). Another construct that should be considered in examining the cognitive domain is the Piagetian notion of equilibration. Equilibration is progress interior organization of knowledge in a stepwisee.Linguistic consideration ? When children learn second language, they are construct coordinate bilinguals but adults construct compound bilinguals. The child’s acquisition did not appear to show first language interference and, except for negation, showed similar strategies and rules for both the first and the second language.Issue in first language acquisition revisited ? It is as difficult to get at linguistic competence in a second language as it is in a first. So if we teach second language, we have to consider comprehension and production sections. Already we know adults and children have a exactly same ability that is second language acquisition. However, the adults have some difficulties because of intervening cognitive or affective variables. There are no evidences that every language’s deep structure is not universals. So we have to find a common feature and it can apply the part of language acquisition. Children and adults both leaners have systematic second language acquisi. Usually behavioristic approach’s basic idea is tabula rasa. It means that when people was born, a clean state without preconceived notions about the world. And There are two main ideas which are classical conditioning and operant conditioning. Classical conditioning is involuntary situation and operant conditioning is voluntary situation. Classical conditioning is that respondents are automatic responses to stimuli. Operant conditioning is that behaviors are not elicited by stimuli, they are emitted or voluntarily enacted.However, the nativist approaches (or rationalism) have different ideas from the behavior approaches. First, they think that when people were born, they have something in our brain. It called LAD(Language Acquisition Device). So if we do not have prior experiences, we can understand something because when we were born, we have some knowledge in our brain. The nativist suggested performance and competence. The most different thing is that the nativist argue competences).

교육학| 2012.10.31| 3페이지| 2,000원| 조회(138)

pllt, 외국어 학습 교수의 원리, Principles of Langua

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chapter 8 summary

- James Cummins proposed a distintion between cognitive/academic language proficiency (CALP) and basic interpersonal communicative skills (BICS). CALP is that dimension of proficiency in which the learner manipulates or reflects upon the surface features of language outside of the immediate interpersonal context. After that it will be change the form of context-reduced. // BICS is in oder to be able to function in daily interpersonal exchanges and then it will be change the form of context-embedded. - Michael Canale & Merrill Swain, reference point for virtually all discussions of CC in relation to second language teaching. 1. Grammatical competence is that aspect of CC that encompasses “knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology. 2. Discourse competence is that added grammatical abilities from many aspects. 3. Sociolinguistic competence is knowledge between social and cultural rules. 4. Strategic competence is significantly complex concept. - Language Function ? Bachman’s model of CC, illocutionary competence consists of the ability to manipulate the functions of language. Functions are essentially the purposes that we accomplish with language, e.g., stating, requesting, responding, greeting, parting, etc. // John Austin stressed the importance of consequences, the perlocutionary force, of linguistic communication.

교육학| 2012.10.31| 2페이지| 2,000원| 조회(179)

pllt, 외국어 학습 교수의 원리, Principles of Langua

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Chapter 4 focused on the Human Learning

Chapter 4 focused on the Human Learning. This chapter also still talked about how people acquire their first languages or second languages. In this chapter, usually focused on some specialist theories.- Learning and Training ? before we start the training program, we have to think about some cognitive things. 1. entry behaviour 2. goal 3. methods of training and 4. evaluation procedure- What is the learning? the answer is that “acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction,” or “a relatively permanent ”change in a behavioral tendency, the result of reinforced practice.Pavlov’s classical behaviorism ? Process of learning is that combined of stimuli and reflexive responses. * Classical conditioning’s example, food is stimuli and salivation is reflexive responses. and then the sound of the bell is neutral stimuli also salivation is conditioned responses.Skinner’s operant conditioning ? Skinner argued that Pavolv’s classical conditioning is tive concepts or prepositions.-Rote learning : the concept of meaningful learning takes on new significance.-Meaningful learning : described as a process of relating and anchoring new material to relevant established entities in cognitive structure.Systematic forgetting ? Since rotely learned materials do not interact with cognitive structure in a substantive fashion, they are learned in conformity with the laws of association. It influenced primarily by the interfering effects of similar rote material learned immediately before or after the learning task.Meaningful learned material ? It is influenced primarily by the properties of “relevant and cumulatively established ideational systems in cognitive structure with which the learning task interacts”. Concurrent interfering effects have relatively little influence on meaningful, learning and retention is highly efficient.However, we cannot say that meaningfully learned material is never forgotten. But, in this case, forgetting takes plow to learn.- Problems of Rogers’s theory : 1. The educator may be tempted to take the nondirective approach too far, to the point that valuable time is lost in the process of allowing students to ‘discover’ facts and principles for themselves. 2. A nonthreatening environment might become so nonthreatening that the facilitative tension needed for learning is absent.- Types of learning (Gagne’s types of learning) : 1. Signal learning ? classical conditioning response 2. Stimulus-response learning : an instrumental response 3. Chaining : connected more than two stimuli and responses. 4. Verbal association : the conditions resemble those for other chains 5. Multiple discrimination : can distinguish between triangle and rectangle. 6. Concept learning : know about differences 7. Principle learning : can apply to the problems. 8. Problem solving : their knowledge can apply to strange situations and then solve it.- Some types are better explained by certain theories than others. The five typee transfer occurs when previous performance disrupts the performance of a second task. 3. Overgeneralization : It is a particular subject of generalization. Generalization is a crucially important and pervading strategy in human learning.- Many people think about that when we learn second language acquisition, there are only two process which are interference and overgeneralization. However, this is completely wrong.- Inductive and Deductive reasoning : Inductive reasoning ? one stores a number of specific instances and induces a general law or rule or conclusion that governs or subsumes the specific instances. Deductive reasoning ? a movement from a generalization to specific instances: specific subsumed facts are inferred or deduced form a general principle.- Language Aptitude : 1) Criticism of MALT and PLAB : Even both MALT and PLAB are claimed to measure language aptitude, they appeared to measure ability to perform focused, analytical, context-reduced activities that occupy a studuralist 7. Interpersonal 8. Intrapersonal intelligence- Sternberg’s triarchic view of intelligences, three types of “smartness” 1. componential ability for analytical thinking 2. Experiential ability to engage in creative thinking, combining disparate experiences in insightful ways 3. Contextual ability: “Street smartness” that enables people to “play the game” of manipulating their environment.- Daniel Goleman’s work on emotional intelligence : The management of even a handful of core emotions ? anger, fear, enjoyment, love, disgust, shame, and others- drives and controls efficient mental or cognitive processing.- The Audiolingual Method : The classical and operant conditioning models described earlier in this chapter provided the perfect foundation for the mimicry drills and pattern practices so typical of audiolingual methodology.- Community Language Learning : There are advantages and disadvantages to a method like CLL. The counselor-teacher can become too nondirective. While some .

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pllt, 외국어 학습 교수의 원리, Principles of Langua

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