大學敎育의 授業體制 및 實際의 改善方案 = Improving Instructional System and Practice in Korean College Education
저자
李星鎬 (延世大學校 敎育科學大學 敎育學科 副敎授)
발행기관
학술지명
권호사항
발행연도
1986
작성언어
Korean
KDC
377.000
자료형태
학술저널
수록면
21-53(33쪽)
제공처
소장기관
There has been unaccountable clamoring over the years about the problematic state of the art and craft of college teaching. This study is primarily concerned with scrutiny of suck problems and their solutions. It now appears that serious criticisms of college teaching in Korea are converging into one definite point. Mass higher education is already upon us externally but, looking into its inside, the classroom does not work. It has failed to build up a learning community of humanization through the instructional process. The primary reasons for such failure include conventional indoctrination of only facts and principles, irreversible value system of faculty members to prefer research to teaching, legitimation of conservative dispositions of faculty members, and paucity of research in the field of college teaching.
Teaching is an art of the possible. The complex, unique, and interdependent nature of instruction may best be represented as a system. Upon closer examining a college classroom, six distinct elements of the system become apparent. They include instructional objectives, professor (teaching), content, student÷(learning), method (media) and environment. The variety of interactions possible between theme sirs elements would seem to be almost unlimited. To be Host obvious, the relationship between objectives and method must be of congruence between professor and student, while the relationship among objectives, method and content be of logical and empirical contingency.
To investigate more intrinsic problems concerned with the college teaching, a series of classroom observation were made along with the above-mentioned six elements of instructional system. A total of 125 classrooms were selected from a private comprehensive university located in Seoul and observed by 94 students for one semester-long period. In addition, an open-ended questionnaire survey was conducted with the subjects composed of 329 students.
The repliers obtained from both classroom observation and questionnaire survey revealed the followings: First, the course objectives in moat of classrooms were well developed but their development was completed placing their primary emphasis on information transmittal. Secondly, more than ninety percent of the observed classrooms were instructor-oriented and7or content-oriented. Few classrooms encouraged what might be called student ownership of the course. Characterized by a deference to their discipline, the professors were concerned about covering the material in an expository way. Their primary cognitive styles were field-dependent in major courses but field-independent in general education courses. Thirdly, the students in more than half of the observed classrooms indicated that they did study with an Attitude of compliance, anti the students in the seventy-four percent of the observed classrooms favored a syllabub-bound learning. Fourth, in must of observed classrooms, the content of the course was primarily related to the acquisition of information, most of which the professors collected from the main text and/or some other major references. Fifth, such traditional approach as lecturing and instructor-centered discussion was the moat apparent mole of delivery. Finally, the physical as well as social features of the classroom environment were identified to be instructor-oriented ; seats facing toward the front may be permanently situated with small arm tables.
To improve instructional system and practices as a problem-solving process, a basic strategy was suggested, which included at least five important factors:
1) the more initiative taken by the professors to improve teaching, 2) the stronger linkage of the professors to information, 3) the more openness in search for new ideas and skills, 4) the more intrinsically and extrinsically rewarding in teaching improvement, and 5) the more ownership of faculty members over the teaching improvement-programs. And, for more practical alternatives for teaching improvement, the followings were recommended : that is, evaluation of instruction, instructional development program, financial support fort action research in classroom, and growth-contract system for newly appointed faculty members.
This study, limited to only one university, confirmed the unaccountable clamoring about the problematic instructional situation. The findings of this studs provided basis for the conclusion as follows. First, the interrelationship of the essential farts in instructional system is not well maintained. Second, the instructional situation in college is dominated by both instructor-centered and content-centered prototypes, Third, efforts to improve instruction can take different forms : encouraging faculty members to improve their own classroom voluntarily, strengthening the skills and augmenting the knowledge of instruction, increasing the financial support for the efforts to improve instruction, enabling faculty members to alter attitudes or transform personality to teach more effectively, and modifying the organizational climate anti physical setting in which instruction tokes place.
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