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¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°¿¬±¸ Á¦ 15±Ç 3È£ pp.1-19(19 pages)
¹ßÇà³âµµ : 2015
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The purpose of this study is
to search the educational theory in Dewey¡¯ experienceand Bruner¡¯ narrative. We have been differently recognized about the nature ofDewey¡¯s experience and Bruner¡¯ narrative which many educators misunderstood therelationship between experience and knowledge. So this study attempt to makemeaning of experience by Bruner¡¯s narrative.On the basis of Dewey¡¯s theory, it intends to acquire method of educationalexperience. But experience is not completed by itself. The learning experience shouldbe connected to the content knowledge. If it comes to the basic structure of theeducational experience, the narrative is required. Because narrative is the general wayto understand student¡¯s life and experience from the view of Bruner, the narrativetheory specializes in meaning making, And it is the great tools of understanding forlearner¡¯s experiences.Also, knowledge, knowing is essential to the educational experiences. Knowledgelearning process must be constructed by learner¡¯s active experience and practicaldoing. So the interaction between learner¡¯s knowledge and experience must beaccomplished in learning situations, the narrative is requested as essential.In conclusion, the educational idea of experience and knowledge is redefined bynarrative theory. (ÀÌÇÏ »ý·«)
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