The purpose of this thesis is to study the educational theory of a learning community. This thesis is to develop an art learning-teaching model adopting the theory and to help the art teachers teach well in the educational practice by providing the te... The purpose of this thesis is to study the educational theory of a learning community. This thesis is to develop an art learning-teaching model adopting the theory and to help the art teachers teach well in the educational practice by providing the teaching material based on the model. There are three research problems considering the necessity and the purpose of this study. First, what is the theory of a learning community found in the theory of J. Dewey? In other words, what relationship does the theory of J. Dewey have with the a learning community? Second, what is the theory of a learning community found in the theory of Vygotsky. Namely, how is the theory of Vygotsky associated with the theory of a learning community? Third, How can we get ideas necessary for the model of each area in the art? That is, how can the model for each area of experience, expression and appreciation in the art be developed? The conclusions to the research problems are as follows. First, the conclusion to ‘how is the theory of J. Dewey associated with the theory of a learning community?’ is that there is a close relationship between them. The acquisition of democracy by class , the importance of communication for the acquisition of democracy, the learning by experience, and the learning by cooperation are closely related to the theory of a learning community. The theory of J. Dewey has similarity to the competences for future life(information processing, creative thinking, communicative competence, community competence) presented in the 2015 Revised Curriculum. Also, the theory of J. Dewey is suitable to cultivate those competences for future life. Second, the conclusion to ‘how is the theory of Vygotsky associated with the theory of a learning community?’ is that the theory of a learning community reflects the theory of Vygotsky. According to Vygotsky’s concept of sociocultural development, sociocultural context has influence on the human development. Alike human development, learning can’t happen individually without interaction with others. Learning through social interaction leads to higher mental processes. The theory that the sociocultural interaction can lead to higher learning through ZPD(Zone of Proximal Development) reflects the theory of a learning community. Third, the conclusion to ‘how can the model for each area of experience, expression and appreciation in the art be developed?’ is that the theory of a learning community is suitable to improve the competences for future life of students and the developed model reflects well the theory of a learning community. The model includes encountering(materials, peers, themselves)’, learning by activities, cooperative learning and learning by expression. Each model for experience, expression, and appreciation is designed to make learning through activity, cooperation and expression happen, based on objectives, achievement standards and educational meaning of each area. The learning-teaching model for experience area consists of experiencing and exploring, sharing, experiential activities, and evaluation and reflection. Through this model, students can explore the natural and artificial objects, find their applications linked to real life, and progress to the higher thinking by sharing with classmates. Through stage of evaluation and reflection, students can expand their thoughts for the next activity. In other words, learning through activity, cooperation and expression happen in a natural way. The learning-teaching model for expression area is composed of encountering objects, thinking, expressing, sharing(, and evaluation and reflection). In this stage students can expand their learning by meeting objects of expression deeply, thinking from the encounter, and sharing their thinking with classmates. Students can expand and deepen their thoughts about the objects and subjects. Their expressed works can be shared for evaluation and reflection one more time. In this model, learning through activity, cooperation and expression happen in a natural way like the previous model. The learning-teaching model for appreciation area is divided into two area-comprehension and criticism. The learning-teaching model for comprehension area consists of encountering objects, examining works, sharing in a group, widening thinking, and sharing in a whole class. The learning-teaching model for criticism area consists of encountering objects, analyzing works, judging values, sharing in a group, expanding their thinking and sharing in a whole class. In the comprehension area, students can examine objects, understand the historical backdrop and appreciate the works more deeply. Furthermore, students can like and enjoy the works of art in a real life. Students can appreciate better by sharing with classmates and expanding their thoughts. Criticism area is the activity where students can judge the value of the art works Students can criticize the value by procedures and grounds, not by subjective feelings. Moreover, students can get the feedback for their criticism by sharing and expanding their thoughts. These three model can be an alternative for an uniform and teacher-centered learning-teaching model. There are some proposals related to an art learning-teaching practice. First, the change of teachers’ awareness is needed. It is hard for teachers with objectivism to practice this theory. Also, teachers should properly understand the real meaning of the theory of a learning community. In other words, the change of teachers’ awareness is an essential prerequisite to practice the theory of a learning community along withunderstanding its meaning. Second, teaching is switched over to a new way of teaching. That is a student-centered teaching, in which students can get a chance to think and judge on their own. Third, teaching environment has to be created for the cooperative learning. For this model to be 100% effective, the atmosphere for group activity and interaction must be established. The limitations of this study are as follows. First, we need additional studies on effectiveness of this model to know how much the competences for students can be cultivated in a real practice. Second, we should compensate the defects of this model and upgrade it by applying this model to real learning-teaching environment. Third, we should develop the various model based on this model. ，免费韩语论文，韩语论文网站 |
