미술과 자기주도학습의 의미와 원리에 관한 탐색적 연구

초록

Since the 2015 Revised National Curriculum was officially announced, the social need for self-directed learning has increased. It also has expanded the significance of interpreting its meaning in the context of art education, and of developing the practical methods for implementation. Thus, this study attempted to discuss the characteristics and primal factors of self-directed learning based on the literature review. Then, it sheded light on the concept of self-directed learning from the perspective of interaction and relationship between tbe student and the teacher. In addition, the art educational meanings of self-directed learning was constructed in association with the shifted meaning of ‘learner’ in art education. The purpose of this re-conceptualization was to open the avenue for placing the student at the center of meaning making and cultural participation. As a result this study proposed 3 principles of self-directed learning in art education; the integrated approach to content design; multi-layered scaffolding in instructional design; the focus on meta cognition in assessment. The significance of this study could be found in the sense that it provided the conceptual ground on which the strategies and methods for self-directed learning would be developed in art education.

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