비고츠키 감상문

목차

Ⅰ. 서 론

Ⅱ. 근접발달영역과 사회적 수업

Ⅲ. 자기조정 능력발달을 위한 교육

Ⅳ. 연속 주요활동 교육

Ⅴ. 결 론

본문내용

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Vygotsky, L. S. (1978). Mind in society : The development of higher psychological processes. (M. Cole, V., John-Steiner, S. Scribner, & E. Louberman, Eds. & Trans.). Cambridge, MA : Harvard University Press.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology. White Plains, NY : Sharpe.
Wertsch, J. V. (1979). From social interaction to higher psychological process : A clarification and application of Vygotsky's theory. Human Development, 22, 1-22.
Wertsch, J. V. (Ed.). (1981). The concept of activity in soviet psychology. White Plains, NY : Sharpe.
Wood, D. J. (1980). Teaching the young child : Some relationships between social interaction, language, and thought. In D. R. Olson (Ed.), The social foundations of language, and thought. New York, NY : W. W. Norton.
Wood, D. J., Bruner, J. S., ＆ Ross, G, (1976). The role of tutoring in problem solving. Journal of Child Psychology and psychiatry, 17, 89-100.
김억환, 학습자의 인지적 수준과 교육과정 자료의 개념적 수준, 한국교육학회 교육과정 연구, 5집, 7-48.
SUMMARY
The developement of young children's self-regulation based
on the Vygoskian perspective
Uk Hwan Kim
(Department of Education, College of Education, Kon-Kuk University)
A variety of Vygotskian socio-instructional perspectives have been discussed, including perspectives of reciprocal teaching, cognitive coaching, scaffolding and cooperative learning. All of these perspectives have as their basis social mediation, shared knowledge,and mutual flow of communication between learners and instructors. The significance of instruction within the child's zone of proximal development is of particular interest.The child has skills and interests that are already developing in particular domains but social mediation and conjoint cognitive participation by adults is essential to the child'internalization of the cognitive skills. It has been argued that scaffolded instruction within the child's zone of proximal development is the key to self-regulated learning.
An overarching goal of instruction is to help the child internalize the learning skills so that control of learning is gradually transferred to the child who must eventually take responsibility for self-regulation.Vygotsky proposed that both the instructor and learner participate in the choice of tasks in which the learner is to engage, choice in goals, and choices in the use of both internal and external resources the learner may wish to use. The functional system of adult-child joint participation in problem solving is organized by the mutually determined task definitions, promoted activities, and hard and soft technologies available through the culture. This Vygotskian formulation of the essential means through which the social world guides the child in the development of individual functions, skills and capabilities, is the central tenet of the discussion in this paper.

키워드

근접발달,   자기조정,   사회적 수업,   근접발달영역과 사회적 수업,   자기조정 능력발달을 위한 교육,   연속 주요활동 교육