학교교육에 있어서 구성주의 교수원리의 실현 매체로서 인터넷 고찰

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : 교육공학연구 / 12권 / 2호
· 저자명 : 박인우

목차

I. 원격 교육의 도구로서 인터넷에 대한 문제 제기
II. 구성주의의 기본 가정과 그 교수 원리
III. 구성주의 교수환경으로서 인터넷의 가능성
IV. 결론
참고문헌

초록

본 연구는 교육공학 분야에서 많은 관심이 되고 있는 구성주의와 인터넷이 어떤 관련이 있는지를 기존의 연구들을 중심으로 이론적으로 논의하였다. 기존의 교수학습원리에 급격한 변화를 초래한 구성주의는 전통적인 학교교육의 환경이 의미있는 학습을 저해하는 환경으로 규정하고 있다. 이에 비해 인터넷은 시간과 공간의 제한을 극복하고 가상적 교육환경을 제공한다는 점에서 학교교육보다 원격교육에 적합하다는 시각에서 연구되고 있다. 본 연구에서는 인터넷이 원격교육보다 학교교육에서 구성주의 학습원리를 실현하는데 가장 적합한 매체임을 보이고자 하였다. 이러한 견해를 뒷받침하기 위해 본 연구에서는 구성주의에 대한 간략한 설명, 구성주의를 바탕으로 하는 구체적 학습원리, 그리고 인터넷 환경이 이 학습원리를 어떻게 실현할 수 있을 지에 대한 구체적 설명 등을 제시하였다.

영어초록

The purpose of the study was to discuss how the instructional principles derived from contruct ivism could be fit ted in Internet. Constructivism has brought the paradigm shift in traditional principles of instruction and learning, and criticized the traditional school- based instruction as the major obstacle to meaningful learning. On the other hand, Internet has been viewed as the best media for distance education because of the the time- and space- free communication. In this study, Internet was suggested as the proper medium to utilize the instructional principles of constructivism. This was accomplished by summerizing the constructivism and the instructional principles, and providing discussion on the Internet regarding to the principles.In this study, three fundamental propositions of the constructivism were derived from the review of the exsiting studies : (1) knowledge is actively constructed by learners, (2) knowledge is situated in which it is constructed, (3) knowledge is evaluated through social negotiation.Instructional principles were drawn according toe these propositions. These were (1) provide meaningful larning tasks, (2) support learners to construct knowledge, (3) support teacher to play an assisting role in learning process, (4) design a learning environment to reflect the complexity of the actual environment that learning will be applied to, (5) design a learning environment in which learners can actively interact, (6) provide a learning environment to facilitate interaction with each other, (7) provide an environment where learner s may be able to interact with real experts, (8) provide an environment to facilitate reflection on what they learned and how they learned.Internet was described the best medium to actualize these principles in schol- basedlearning environment. First, Internet may help learners and teachers to select real and authentic tasks by getting informations through Usenet, Email and List Serv. They can get numbers tasks in no time from the real experts in any field. Second, Internet has a vast amount of information in various fields and provided the information in the hyper text format. So, learners may search and gather the information they need when they need. Third, Internet is a real environment in which new knowledge evolves, and is allowed learners and teachers to utilize for learning and teaching. Internet is not a simulated environment , but a real environment. Forth, Internet provides various forms of interaction. Learners may interact very easily teachers, peers and experts. Finally, Internet keeps a track of the learning process and documents what learners has produced during the learning process so as to review what they learn and how they learn.In conclusion, Internet was suggested as the best medium for the learning principles of constructivism in the information age, rresulting in a new form of education.

참고자료

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