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¹ßÇàÇÐȸ : Çѱ¹Á¶Çü±³À°ÇÐȸ [Society for Art Education of Korea]
¹ßÇàÁ¤º¸ : Á¶Çü±³À° Á¦ 36±Ç È£ pp.61-84(24 pages)
¹ßÇà³âµµ : 2010
ÀúÀ۽ñâ : 2010³â
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I. ¼·Ð
II. ¡°Á¤ÀÇÀû¡±°³³ä°ú ÇнÀ¸ñÇ¥·Î¼ÀÇ ±â´ÉºÐ¼®
1. ¡°Á¤ÀÇÀû¡± ÀǹÌ
2. ±³À°Àû Ãø¸é¿¡¼ ¡°Á¤ÀÇ¡±ÀÇ ÀǹÌ
3. Á¤ÀÇÀû ¿µ¿ª ÇнÀ¸ñÇ¥ÀÇ ±â´É
4. Á¤ÀÇÀû ¿µ¿ªÀÇ ÇнÀ¸ñÇ¥ ¼¼ú Á¶°Ç
III. ±×·¡½ºº¼°ú ºí·ëÀÇ Á¤ÀÇÀû ¿µ¿ª ÇнÀ¸ñÇ¥ ¸ðÇü±¸Á¶ ºÐ¼®
1. °¨¼ö?¹ÝÀÀ °³³äÀÇ ¼öµ¿¼º
2. °¡Ä¡ÆÇ´Ü, °¡Ä¡Á¶Á÷È, ÀΰÝÈ °³³äÀÇ °è¿
IV. ÇнÀ¸ñÇ¥¿¡¼ ÇൿÀÇ ¿¬¼Ó¼º°ú ³»¸éÈ °³³äºñÆÇ
1. ÀÏ°ü¼º ÀÖ´Â ÇൿÀÇ ÀåÄ¡·Î¼ ¿¬¼Ó¼º
2. ¸ñÇ¥ °³³äÀÇ ¿¬¼Ó¼±À¸·Î¼ ³»¸éÈ
V. °á·Ð
VI. ¸ÎÀ½¸»
¡Ø Âü°í¹®Çå
¡Ø ABSTRACT
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The study is concerned with t
he critique of the affective objectives of
Krathwohl and Bloom. The stud
y is looking for the answer to whether the model
of Krathwohl and Bloom for th
e current teaching is still valid. The essay deals
with four arguments. The firs
t argument of the them is concerned with definition
of the concept ¡°affective¡±. T
his turned out to be positive and negative emotional
response as a pedagogical poi
nt of view. The second argument concerns the
function and conditional desc
ription of the objectives on the paper. The third issue
deals with the analysis of th
e structure Krathwohl and Bloom's model. The key
argument is focused primarily
on the concepts of value judgments, the organization
of values, characterization.
The study gives suggestions to order the concepts of
the taxonomy of value judgmen
ts, organization and characterization in the series of
collecting value, value analy
sis, value judgments, value selection, and value
designation. The fourth aspec
t is concerned about the interpretation of the term
¡°sequentiality of the behavio (ÀÌÇÏ »ý·«)
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