수업설계에 영향을 주는 학습자의 인지과정 연구 = A Study on Students` Cognitive Processes Influencing Instructional Design

다국어 초록 (Multilingual Abstract)

The main purpose of this article was to provide theoretical evidences to design an effective instructional process with findings of cognitive psychology, especially human information processing theory and schema theory, which currently form the mainstream of thinking about education and psychology, and to guide the direction of future research to integrate cognitive theory of learning with instructional design. Conclusions drawn from examination and analysis of previous research can be as follows.
First of all, since the optimum development of higher cognitive capacity such as comprehension, thinking, and problem-solving process is not appropriate to instructional design based upon behavioral theory of learning, principles about underlying mechanisms of human mental activities being found from research of cognitive psychology should be applied to each state of instructional design to correspond to the higher cognitive processes.
Next, instructional design methods based upon cognitive theory of learning have focused on matching structures of learning tasks and students` existing cognitive structures. In order for them to be matched, it was indicated that students` cognitive structures should be represented as a hierarchical cognitive schema just as structures of learning tasks can be represented as a hierarchical model, and that to do this, methods to measure cognitive structures of students should be developed in the future research.
Finally, the way of applying findings from information processing theory and schema theory to each stage of instructional design such as stating instructional objectives, analyzing learning tasks, deciding instructional strategies, and planning instructional assessment was discussed.

목차 (Table of Contents)

• 목차
• Ⅰ. 연구문제
• Ⅱ. 학습이론과 수업설계
• 1. 행동주의 학습이론과 수업설계
• 2. 인지주의 학습이론과 수업설계
• Ⅲ. 인지과정의 분석과 수업설계의 단계
• 1. 수업목표의 진술
• 2. 학습과제의 분석
• 3. 초기상태의 진단
• 4. 수업전략의 결정
• 5. 수업평가의 계획
• Ⅳ. 결론 및 제언
• 참고문헌
• Abstract