확장학습 연구
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| Publication Date | 2024/01/15 |
| Pages/Weight/Size | 153*224*30mm |
| ISBN | 9788925418490 |
| Categories | 대학교재 > 사범대 계열 |
Description
이 책은 3부 10장으로 구성되어 있는데, 그 내용은 다음과 같다. 제1부의 세 장에서는 확장학습 이론을 학습과학의 한 분야로 위치시키는 한편(1장), 이 이론의 성격을 학습의 프로세스 이론(process theory of learning)으로 특성화하며(2장), 이런 경향으로 연구되어 온 세계 여러 지역에서 수행되어 온 확장학습이론의 여러 경험들을 검토한다(3장). 제2부의 4-8장에서는 다양한 조직 환경에서 일어난 확장학습의 경험 연구들을 소개하고 있다. 여기에는 은행, 하이테크 제조 회사 및 1차 의료기관(4장), 중학교(5장), 병원 수술팀(6장), 대학 도서관(7장) 및 두 군데 또 다른 1차 의료기관들(8장)의 사례들이 포함되어 있다. 제3부의 마지막 두 장에서는 확장학습의 새로운 문제상황과 가능성에 관한 논의를 담았는데, 즉 느슨하고 빠르게 확산되는 “들불 활동(wildfire activities)” 확장학습(제9장) 및 확장학습을 촉발하고 지원하기 위한 형성적 개입 방법론(methodology of formative interventions) 등이 다루어진다. 각 장에는 확장학습 이론을 풍부하게 발전시킬 수 있는 개념적이고 방법론적인 발전방안들이 포함되어 있다. 이러한 아이디어들이 서로 더해지면서 이른바 확장학습 이론 발전의 근접발달영역(zone of proximal development)을 구성하는 로드맵이 만들어질 수 있다.
Contents
역자서문 ·················································································3
서문 ·····················································································9
제1부 단계 설정
1 들어가며: 확장의 문턱에서의 학습과학 ·············································19
학습과학에 대한 역사적 관점 ··························································19
모순의 지평 ············································································24
확장의 차원들 ··········································································27
근접발달영역의 윤곽 ···································································28
이 책의 구성 ···········································································29
2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33
세 가지 탈행동주의 학습의 프로세스 이론 ············································38
학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49
사건 또는 행동의 순서 ································································51
시퀀스에 관한 이론적 설명 ····························································53
전환 메커니즘 ··········································································54
학습의 보편성 대 다원성 ······························································56
학습과 교수의 관계 ····································································59
결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63
3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65
다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65
새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69
확장학습 개념의 이론적 뿌리 ··························································72
확장학습 이론의 중심 원리 ····························································78
객체 변형으로서의 확장학습 ···························································84
근접발달영역에서의 움직이는 확장학습 ················································89
학습행동 사이클로서의 확장학습 ······················································92
경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96
분산적이고 불연속적인 움직임으로서의 확장학습 ····································102
형성적 개입 ···········································································103
확장학습에 대한 비판 ·································································108
미래의 도전과제 ······································································118
제2부 정교화 및 응용
4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127
사례 1: 은행 ··········································································129
사례 2: 의료센터 ·····································································133
사례 3: 하이테크 회사 ·······························································140
작업가설의 풍부화: 학습과 일의 도구들 ··············································143
작업가설 수정: 브리지로서의 경험 ···················································148
결론 ···················································································151
5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153
희망에 찬 이상적 추상성으로서의 학습환경 ··········································154
고정적이고 계층적인 추상으로서의 학습환경 ·········································155
실제성의 딜레마 ······································································157
학습환경 연구의 순환 설계 ···························································160
대안으로서의 활동체계 ································································161
실행에서 확장학습까지 ································································164
컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167
결론 ···················································································173
6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175
프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177
자원으로서의 활동이론 ································································181
사례 연구: 맥락과 데이터 ····························································183
프로세스 효율성 개입 ·································································185
커뮤니티 구축을 위한 개입 ···························································189
새로운 모델의 장기적인 결과 ·························································196
프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197
7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201
연구과제로서의 확장학습 ·····························································205
환경설정과 개입 ······································································211
데이터와 방법 ·········································································215
확장학습 행동들 ······································································217
학습 프로세스의 주기성 ······························································221
개입적 의도로부터의 이탈 ····························································228
결론 ···················································································235
8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239
연속성과 불연속성 ····································································240
조직변화와 확장학습 ··································································243
현장연구와 데이터 ····································································246
분석단계 ··············································································248
중요한 발견점 ·········································································250
사례 1 ················································································250
사례 2 ················································································253
두 사례에서의 조직학습 프로세스 ····················································255
결론 ···················································································260
제3부 미래 전망
9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265
이동성의 재개념화 ····································································266
들불 활동의 의미와 중요성 ···························································270
균근 같은 공생의 커뮤니티 ···························································272
인지적 자취와 조우 ···································································277
학습의 새로운 가능성 ·································································284
10 설계실험부터 형성적 개입까지 ·····················································287
설계실험 - 설계연구 ·································································290
사회학적 개입연구의 교훈 ····························································295
비고츠키의 이중자극 방법 ····························································297
논쟁적 문법을 향하여 ·································································303
변화실험실 ············································································312
병원 수술팀에서 목표 재포착하기 ····················································313
형성적 개입의 계층화된 특성 ·························································328
문법으로 돌아가기 ····································································330
부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335
참고문헌 ··············································································339
찾아보기 ··············································································364
서문 ·····················································································9
제1부 단계 설정
1 들어가며: 확장의 문턱에서의 학습과학 ·············································19
학습과학에 대한 역사적 관점 ··························································19
모순의 지평 ············································································24
확장의 차원들 ··········································································27
근접발달영역의 윤곽 ···································································28
이 책의 구성 ···········································································29
2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33
세 가지 탈행동주의 학습의 프로세스 이론 ············································38
학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49
사건 또는 행동의 순서 ································································51
시퀀스에 관한 이론적 설명 ····························································53
전환 메커니즘 ··········································································54
학습의 보편성 대 다원성 ······························································56
학습과 교수의 관계 ····································································59
결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63
3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65
다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65
새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69
확장학습 개념의 이론적 뿌리 ··························································72
확장학습 이론의 중심 원리 ····························································78
객체 변형으로서의 확장학습 ···························································84
근접발달영역에서의 움직이는 확장학습 ················································89
학습행동 사이클로서의 확장학습 ······················································92
경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96
분산적이고 불연속적인 움직임으로서의 확장학습 ····································102
형성적 개입 ···········································································103
확장학습에 대한 비판 ·································································108
미래의 도전과제 ······································································118
제2부 정교화 및 응용
4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127
사례 1: 은행 ··········································································129
사례 2: 의료센터 ·····································································133
사례 3: 하이테크 회사 ·······························································140
작업가설의 풍부화: 학습과 일의 도구들 ··············································143
작업가설 수정: 브리지로서의 경험 ···················································148
결론 ···················································································151
5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153
희망에 찬 이상적 추상성으로서의 학습환경 ··········································154
고정적이고 계층적인 추상으로서의 학습환경 ·········································155
실제성의 딜레마 ······································································157
학습환경 연구의 순환 설계 ···························································160
대안으로서의 활동체계 ································································161
실행에서 확장학습까지 ································································164
컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167
결론 ···················································································173
6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175
프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177
자원으로서의 활동이론 ································································181
사례 연구: 맥락과 데이터 ····························································183
프로세스 효율성 개입 ·································································185
커뮤니티 구축을 위한 개입 ···························································189
새로운 모델의 장기적인 결과 ·························································196
프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197
7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201
연구과제로서의 확장학습 ·····························································205
환경설정과 개입 ······································································211
데이터와 방법 ·········································································215
확장학습 행동들 ······································································217
학습 프로세스의 주기성 ······························································221
개입적 의도로부터의 이탈 ····························································228
결론 ···················································································235
8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239
연속성과 불연속성 ····································································240
조직변화와 확장학습 ··································································243
현장연구와 데이터 ····································································246
분석단계 ··············································································248
중요한 발견점 ·········································································250
사례 1 ················································································250
사례 2 ················································································253
두 사례에서의 조직학습 프로세스 ····················································255
결론 ···················································································260
제3부 미래 전망
9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265
이동성의 재개념화 ····································································266
들불 활동의 의미와 중요성 ···························································270
균근 같은 공생의 커뮤니티 ···························································272
인지적 자취와 조우 ···································································277
학습의 새로운 가능성 ·································································284
10 설계실험부터 형성적 개입까지 ·····················································287
설계실험 - 설계연구 ·································································290
사회학적 개입연구의 교훈 ····························································295
비고츠키의 이중자극 방법 ····························································297
논쟁적 문법을 향하여 ·································································303
변화실험실 ············································································312
병원 수술팀에서 목표 재포착하기 ····················································313
형성적 개입의 계층화된 특성 ·························································328
문법으로 돌아가기 ····································································330
부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335
참고문헌 ··············································································339
찾아보기 ··············································································364