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헤스컷 교육연극이론의 구성주의적 조망
분야 예체능 > 연극영화
저자 정성희 ( Sung Hee Chung )
발행기관 한국연극학회
간행물정보 한국연극학 2006년, 제29권 225~261쪽(총37쪽)
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연관 논문
융합형 문학교육을 위한 교사 역할 연구 -"가상지위"적용 과정을 중심으로-
인지적 도제이론을 활용한 학술적 글쓰기 교육론 - 학위논문의 분석과 후속연구계획서 작성을 중심으로
 
 
영문초록
Constructivists have criticized the school learning in general not only for its lack of influence in solving problems in the field, but also for its delivering ill-structured and ill-defined knowledge. Accordingly, constructivists have suggested that knowledge should be learned in the context of the real lives. They have also said that learning circumstance should be structured on the basis of active interactions between teachers and students. Their last suggestion was that students should be encouraged to be active participants who enthusiastically construct their own knowledge by themselves. Adopting the ideas of social constructivists, the current study identifies the `educational theatre` as one of the most important constructivist`s educational methods. This study is derived mainly from the educational perspectives of Heathcote, the most recognized expert in educational theatre, because there are many significant similarities between Heathcote`s perspectives and social constructivist`s educational stance. The goals of the educational theatre and education itself are almost identical. It is to foster a whole person. The `growth of understanding` is another expression of educational theatre`s goal. Based on the goal, `fostering the whole person`, Heathcote looks into the role of teachers and that of students first. In an educational theatre teacher and students meet together basically as genuine human-beings. In this humanistic relationship Heathcote has consolidated her student-centered educational ideas. Teachers are to give service and to assist students so that the students could construct their own knowledge by themselves. She considered teachers as midwives. She said that teachers should provide students with an opportunity of being a crucible. Heathcote`s notion of teachers and students is very similar to social constructivist`s perspectives. That is, teachers are mediators while students are active participants in learning. Furthermore, the dialogical relationships between teachers and students are similar to the knowledge-shared process that constructivists put an emphasis on. Having studied the constructivist`s educational stance, it is not an exaggeration to say that the educational theatre is one of the constructivist methods. Heathcote derived her theory primarily from the perspectives of human- and student-centered philosophy. In other words, she, based on the principle of empathy, gave chances to students to experience the `Dual Affect` by placing them into others` shoes. Thus, she created her own unique method, called "Mantle of the Expert". She puts a great emphasis on roles of both teachers and students. Heathcote, however, pays a special attention to students to provide them with real-life-related problems, and to make them solve the problems with their pre-existing knowledge. Students would solve the problems in the `no-penalty zone` of a drama situation. After all, the educational theatre seeks to give students a chance to internalize and to assimilate into the knowledge, not to just make them understand it. Furthermore, Heathcote focused on developing not only intellect, but also emotion. In the sense that both are involved with holistic personality and with the learning through a process of problem-solving in real-life context. To make a long story short, Heathcote`s ideas and methods are in the same veins as social constructivist`s perspectives. We can willingly conclude that the educational theatre is one of the constructivist`s methods.
 
 
교육연극, educational theatre, 헤스컷, Dorothy Heathcote, 전문가의 외투, Mantle of the Expert, 사회적 구성주의, social constructivism, 전인교육, education for the whole person
 
 
도움말
본 논문은 참고용 논문으로 수정 및 텍스트 복사가 되지 않습니다.
 
 
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