홀리스틱 교육을 위한 수업전략의 한 가지 대안으로서의 문제중심학습의(PBL) 탐색

• 영문명: Problem Based Learning as an Alternative Instructional Strategy for Holistic Education
• 발행기관: 한국홀리스틱융합교육학회
• 저자명: 최유현(Yuhyun, Choi)
• 간행물 정보: 『홀리스틱융합교육연구』홀리스틱교육연구 제6집 제1호, 219~233쪽, 전체 15쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.02.01

영문 초록

Holistic education have an innovative possibilities in educational settings. The paradigm of Holism for educational settings were Spirituality, Wholeness of human experience, Connections and Integration, Cooperation and Community, Creativity. The main purpose of the study was to review the Problem Based Learning as an Alternative of Instructional Strategy for Holistic Education. Problem Based Learning based on the constructivist pedagogy. Problem Based Learning was both a curriculum organizer and instructional strategy, two complementary processes. Traditionally, learning has been thought to be a routine process that involves students repeating, or miming, newly information. Constructivist teaching practices, on the other hand, help learners to internalize and transform new information. So Problem Based Learning was powerful instructional strategy as an Alternative of Instructional Strategy for Holistic Education because of following findings. 1. Problem Based Learning on Structuring curriculum around primary concepts is a critical dimension of constructivist pedagogy. When designing curriculum, constructivist teachers need to organize information around conceptional clusters of problems. 2. In Problem Based Learning, students should engage in active inquiry activities that are based on meaningful problems. This activities were prepared by diverse cooperative problem- solving styles and strategies. And evaluation should be authentically linked to students’ inquiry experiences and learning process. 3. Constructivist teachers in Problem Based Learning must encourage students to cultivate their own points of view on the instructional topics. So student should engage in active problem-solving. Constructivist teachers see their students as active participants rather than passive recipients during the learning process.

목차

Abstract

Ⅰ. 문제의 제기

Ⅱ. 홀리스틱 교육과 문제중심 학습

Ⅲ. 홀리스틱 교육을 위한 문제중심학습의 실천적 접근

Ⅳ. 결론적 논의

참고문헌