지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학위논문
- 저자정보
- 지도교수
- 양정수
- 발행연도
- 2015
- 저작권
- 수원대학교 논문은 저작권에 의해 보호받습니다.
이용수22
초록· 키워드
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We can not stress too strongly the significance of dance education. It is designed to help the emotional growth and spiritual sensibility. The Purpose of this study is to explore dance education based on Vygotsky’s ZPD(Zone of Proximal Development) theory. To accomplish this end we review a constructivism which have a relation with dance education.
A constructivism as a theoretical background Vygotsky’ view was divided into two views. One is an epistemological constructivism and the other is social constructivism. In all probability a constructivism effect on dance education especially in terms of the principle of teaching learning.
In this study, we do research on an idea of Vygotsky’s view on education and the concept of ZPD theory. Based on this, we suggest theoretical improvement direction on an elementary dance education. In this light, ZPD stimulates one’s latent abilities and dynamize effective interaction between group members.
To explore dance education based on Vygotsky’s ZPD theory has three implications for our elementary dance education. Firstly, this emphasize the learner’s activity and dynamics. These characteristics lift up the quality of class. Secondly, it encourages that seek for teaching-learning method which can be internalized the value of body. Thirdly, it seems that need to reinforce teacher competence for a better dance education.
A constructivism as a theoretical background Vygotsky’ view was divided into two views. One is an epistemological constructivism and the other is social constructivism. In all probability a constructivism effect on dance education especially in terms of the principle of teaching learning.
In this study, we do research on an idea of Vygotsky’s view on education and the concept of ZPD theory. Based on this, we suggest theoretical improvement direction on an elementary dance education. In this light, ZPD stimulates one’s latent abilities and dynamize effective interaction between group members.
To explore dance education based on Vygotsky’s ZPD theory has three implications for our elementary dance education. Firstly, this emphasize the learner’s activity and dynamics. These characteristics lift up the quality of class. Secondly, it encourages that seek for teaching-learning method which can be internalized the value of body. Thirdly, it seems that need to reinforce teacher competence for a better dance education.
목차
Ⅰ. 서론 11. 연구의 필요성 및 목적 12. 연구내용 및 방법 33. 연구의 제한점 4Ⅱ. 구성주의와 구성주의 교육 61. 구성주의 62. 구성주의의 유형 71) 인지적 구성주의 72) 사회적 구성주의 93. 구성주의 교수-학습 101) 구성주의 교수 원리 112) 구성주의 학습 원리 12Ⅲ. 사회적 구성주의와 비고츠키의 교육이론 151. 비고츠키와 사회적 구성주의 이론 152. 비고츠키 교육이론 163. 비고츠키의 근접발달영역 이론 19Ⅳ. 비고츠키의 근접발달영역 이론과 무용교육 231. 근접발달영역 개념의 확장 231) 사회적 상호작용 232) 학습과 발달 292. 비고츠키 이론을 중심으로 한 무용교육 343. 비고츠키 근접발달영역 이론에 기초한 초등무용교육 374. 신체활동 가치의 내면화로서 초등무용교육 51Ⅴ. 결론 56참 고 문 헌 60ABSTRACT 65
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