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제목 : 미술교육에서 역동적 평가를 통한 학습자의 미술 중재학습경험 이해 저자 : 박라미
발행학회 : 한국조형교육학회 [Society for Art Education of Korea]
발행정보 : 조형교육 제 25권 호 pp.157-184(28 pages)
발행년도 : 2005

저작시기 : 2005년

목차

Ⅰ. 서론

Ⅱ. 미술교육에서 중재학습경험

Ⅲ. 미술교육에서 중재학습을 위한 역동적 평가 필요

Ⅳ. 미술 이해 발달과 교사의 중재적 역할 모색

Ⅴ. 결어

【참고문헌】

ABSTRACT

본문내용

Modem people demand of underst
anding and interpreting more multifactorial matter and is skeptical of formal structuralization, standardization and dualism. Under this phenomenon of the age, teachers have less and less authority but, on the contrary, students' right is increasing.
The reduction of teachers' ini
tiative range means quantitative reduction of teachers' active role, but qualitative expansion at the same time. In other words, it means a qualitative and careful mediative role on students' limited situation educationally. Teachers themselves are positioned as mediators between stimulation and reaction given to the students in limited situation. The assistance of mediated role played by teachers is internalized to each student as mediated learning experience in a meaningful way. In mediated learning experience, students can escape from the limited situation with the help of a mediator's intentional stimulation, but it does not mean the continuance of teachers' same mediating role. When transformation comes about in a meaningful way to a student himself, the mediated role played by a teacher stops or is regulated flexibly so that student himself can internalize it positively.
In solving the artistic proble
m students affront in art education, the mediating role played by teachers is significant and should bring about students' mediated artistic learning experience. In other words, teachers' mediating role should result in students' enhanced insight in self-expression. This is more important to art education than to other field, because the internalization of enhanced aesthetical insight enables students to cope with a new artistic educational situation as well as their life itself flexibly. In art education, teacher-student interaction needs a careful assessment and teachers should carry a desirable mediating role. Art education must not unconditionally depend on emotional relativity. Appropriate and necessary are the teachers' desirable mediating role in teacher-student interaction, students' understanding of mediated learning experience and its application to education. The purpose of this study is to minimize the problems in art teaching-learning activity, through turnover of recognition on assessment in domestic infant and elementary art education, and understanding of teachers' important mediating role and students' mediated learning experience that is internalized as an enhanced insight.   (이하 생략)

참고문헌

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