[교수이론] 교수이론과 현재 이슈가 되고 있는 학습과학(learning science)과의 관련성
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추천 연관자료
- 목차
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1. 뇌기반 학습과학의 등장
(1) 학습과학(Learning Science)
(2) 뇌기반 학습과학(Brain-Based Learning)
2. 뇌기반 학습과학의 의의
(1) 뇌기반 학습과학의 특징
(2) 뇌기반 학습과학의 유형
(3) 미러 뉴런(Mirror Neuron) 시스템
3. 구성주의 협력학습의 의의
4. 뇌기반 학습과학과 구성주의 협력학습의 접점
5. 뇌기반 학습과학을 활용한 구성주의 협력학습 모형
(1) 준비
(2) 우선적인 문제의 정의 결정
(3) 그룹형성 및 규칙 제정
(4) 역할 결정 및 배정
(5) 상호작용하는 협력적 문제해결 과정에 참여
(6) 해결안 및 프로젝트 종료
(7) 종합 및 반영
(8) 평가
6. 모형을 바탕으로 한 구체적 지도안
(1) 도덕과목 선택이유
(2) 구체적인 지도안
- 본문내용
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① Plasticity & Sensitive Periods
Neuroscientists have well established that the brain has a highly robust and well-developed capacity to change in response to environmental demands, a process called plasticity. This involves creating and strengthening some neuronal connections and weakening or eliminating others. The degree of modification depends on the type of learning that takes place, with long-term learning leading to more profound modification. It also depends on the period of learning, with infants experiencing extraordinary growth of new synapses. But a profound message is that plasticity is a core feature of the brain throughout life. There are optimal or “"sensitive periods”" during which particular types of learning are most effective, despite this lifetime plasticity. For sensory stimuli such as speech sounds, and for certain emotional and cognitive experiences such as language exposure, there are relatively tight and early sensitive periods. Other skills, such as vocabulary acquisition, do not pass through tight sensitive periods and can be learned equally well at any time over the lifespan.
② Adolescents- high horsepower, poor steering
Neuroimaging of adolescents now shows us that the adolescent brain is far from mature, and undergoes extensive structural changes well past puberty. Adolescence is an extremely important period in terms of emotional development partly due to a surge of hormones in the brain; the still under-developed pre-frontal cortex among teenagers may be one explanation for their unstable behaviour. We have captured this combination of emotional immaturity and high cognitive potential in the phrase “high horsepower, poor steering” In older adults, fluency or experience with a task can reduce brain activity levels –in one sense this is greater processing efficiency. But the brain also declines the more we stop using it and with age. Studies have shown that learning can be an effective way to counteract the reduced functioning of the brain: the more there are opportunities for older and elderly people to continue learning (whether through adult education, work or social activities), the higher the chances of deferring the onset or delaying the acceleration of neurodegenerative diseases.
③ The importance of environment
Findings from brain research indicate how nurturing is crucial to the learning process, and are beginning to provide indication of appropriate learning environments. Many of the environmental factors conducive to improved brain functioning are everyday matters –- the quality of social environment and interactions, nutrition, physical exercise, and sleep –- which may seem too obvious and so easily overlooked in their impact on education. By conditioning our minds and bodies correctly, it is possible to take advantage of the brain’'s potential for plasticity and to facilitate the learning process. This calls for holistic approaches which recognize the close interdependence of physical and intellectual well-being and the close interplay of the emotional and cognitive.
④ Emotions
In the centre of the brain is the set of structures known as the limbic system, historically called the “"emotional brain”". Evidence is now accumulating that our emotions do re-sculptneural tissue. In situations of excessive stress or intense fear, social judgment and cognitive performance suffer through compromise to the neural processes of emotional regulation. Some stress is essential to meet challenges and can lead to better cognition and learning, but beyond a certain level it has the opposite effect. Concerning positive emotions, one of most powerful triggers that motivates people to learn is the illumination that comes with the grasp of new concepts –- the brain responds very well to this. A primary goal of early education should be to ensure that children have this experience of “"enlightenment”" as early as possible and become aware of just how pleasurable learning can be. Managing one’'s emotions is one of the key skills of being an effective learner; self-regulation is one of the most important behavioural and emotional skills that children and older people need in their social environments. Emotions direct (or
- 참고문헌
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