1. Purpose The purpose of this study was to explore a teaching-learning method capable of furthering learner's positive, significant learning from constructivistic perspective to find ways out of typical education, based on Vygotsky's Zone of Proximal Development(ZPD) theory and scaffolding that con...
1. Purpose The purpose of this study was to explore a teaching-learning method capable of furthering learner's positive, significant learning from constructivistic perspective to find ways out of typical education, based on Vygotsky's Zone of Proximal Development(ZPD) theory and scaffolding that converted ZPD into a concrete teaching-learning method. 2. Content The following research questions were posed: First, what is a new paradigm that can replace typical education? Second, what is educational theory that stresses learner's positive, significant learning? Third, how can the above-mentioned educational theory be articulated to educational field? To address the research questions, some efforts were made: First, explain the necessity, purpose, content, scope and limitations of this study. Second, discuss the logics and pattern of constructivism, constructi- vistic teaching-learning theory, and the educational significance of constructivism. Third, describe Vygotsky's ZPD concept and relevant teaching-learning principles. Fourth, discuss the concept and component of scaffolding and scaffolding teaching-learning methods. Fifth, examine what implications Vygotsky's ZPD and scaffolding have for educational field. 3. Discussion Vygotsky's ZPD concept made some suggestions for our education: First, Vygotsky argued that development could be facilitated by learning, unlike Piaget who believed learning could be done only within the range of development. Second, ZPD theory enabled us to see how to help learner's task performance in new light. Third, new ways to evaluate learner ability was suggested. Fourth, the educational importance of language and social interaction was emphasized. Scaffolding teaching-learning, which could be said as an effective scheme to be of use for development within ZPD, had some implications for us: First, the qualitative and quantitative individual variance in preschool learning experience and daily-living learning experience should be admitted, and proper scaffolding should be offered according to individual variance. Second, adequate scaffolding should be provided by selecting task suitable for learner developmental level. Third, appropriate scaffolding should be offered in consideration of task characteristics. Vygotsky's ZPD theory and scaffolding teaching-learning served to enlarge our view on knowledge construction, role of teacher and learner and teaching-learning activity, and had a lot of implications for our typical education.
1. Purpose The purpose of this study was to explore a teaching-learning method capable of furthering learner's positive, significant learning from constructivistic perspective to find ways out of typical education, based on Vygotsky's Zone of Proximal Development(ZPD) theory and scaffolding that converted ZPD into a concrete teaching-learning method. 2. Content The following research questions were posed: First, what is a new paradigm that can replace typical education? Second, what is educational theory that stresses learner's positive, significant learning? Third, how can the above-mentioned educational theory be articulated to educational field? To address the research questions, some efforts were made: First, explain the necessity, purpose, content, scope and limitations of this study. Second, discuss the logics and pattern of constructivism, constructi- vistic teaching-learning theory, and the educational significance of constructivism. Third, describe Vygotsky's ZPD concept and relevant teaching-learning principles. Fourth, discuss the concept and component of scaffolding and scaffolding teaching-learning methods. Fifth, examine what implications Vygotsky's ZPD and scaffolding have for educational field. 3. Discussion Vygotsky's ZPD concept made some suggestions for our education: First, Vygotsky argued that development could be facilitated by learning, unlike Piaget who believed learning could be done only within the range of development. Second, ZPD theory enabled us to see how to help learner's task performance in new light. Third, new ways to evaluate learner ability was suggested. Fourth, the educational importance of language and social interaction was emphasized. Scaffolding teaching-learning, which could be said as an effective scheme to be of use for development within ZPD, had some implications for us: First, the qualitative and quantitative individual variance in preschool learning experience and daily-living learning experience should be admitted, and proper scaffolding should be offered according to individual variance. Second, adequate scaffolding should be provided by selecting task suitable for learner developmental level. Third, appropriate scaffolding should be offered in consideration of task characteristics. Vygotsky's ZPD theory and scaffolding teaching-learning served to enlarge our view on knowledge construction, role of teacher and learner and teaching-learning activity, and had a lot of implications for our typical education.
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#비고츠키 Vygotsky 교육방법
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