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2015³â ¼ö´É ¿Ü±¹¾î ¿µ¿ª 20¹ø Á¤´ä ¹× Çؼ³ - ¼Õ¹ü½Ä
 
20. ´ÙÀ½ ±ÛÀÇ ÁÖÁ¦·Î °¡Àå ÀûÀýÇÑ °ÍÀ» °í¸£½Ã¿À.
 
Many disciplines are better learned by entering into the doing than by mere abstract study. This is often the case with the most abstract as well as the seemingly more practical disciplines. For example, within the philosophical disciplines, logic must be learned through the use of examples and actual problem solving. Only after some time and struggle does the student begin to develop the insights and intuitions that enable him to see the centrality and relevance of this mode of thinking. This learning by doing is essential in many of the sciences. For instance, only after a good deal of observation do the sparks in the bubble chamber become recognizable as the specific movements of identifiable particles.
 
¨ç history of science education
¨è limitations of learning strategies
¨é importance of learning by doing
¨ê effects of intuition on scientific discoveries
¨ë difference between philosophy and science
 
1. ³»¿ëÇ®ÀÌ
öÇп¡¼­ÀÇ ½Ç·ÊÀÇ »ç¿ë°ú ¹®Á¦ ÇØ°á ÇнÀ¹ý, °úÇÐ ½ÇÇè¿¡¼­ÀÇ °üÂû°ú °°Àº ½ÇÁ¦·Î Çغ¸´Â ÇнÀÀ» ÅëÇؼ­ ¸¹Àº ±³°úÀÇ ÇнÀÀÌ ÀÌ·ïÁø´Ù°í ±â¼úÇÏ°í ÀÖ´Ù. µû¶ó¼­ ±ÛÀÇ ÁÖÁ¦·Î´Â ¨é ¡®ÇàÇÔÀ¸·Î½á ¹è¿ì´Â ÇнÀÀÇ Á߿伺¡¯ÀÌ °¡Àå ÀûÀýÇÏ´Ù. ¨ç°úÇÐ ±³À°ÀÇ ¿ª»ç ¨èÇнÀ Àü·«ÀÇ ÇÑ°è ¨êÁ÷°ü·ÂÀÌ °úÇÐÀû ¹ß°ß¿¡ ¹ÌÄ¡´Â ¿µÇâ ¨ëöÇаú °úÇÐ »çÀÌÀÇ Â÷ÀÌ
 
2. ±¸¹®Çؼ³
¨ç [Many disciplines are better learned by entering into the doing than by mere abstract study.]   ¡Ødiscipline:±³°ú, (Çй®ÀÇ) ºÐ¾ß, ÈÆÀ°, ¼ö¾ç  cf)disciple:Á¦ÀÚ, ¹®ÇÏ»ý ¡Øare better learned:´õ Àß ÇнÀµÇ´Ù. ¡Øby entering into the doing: ÇàÇÔ(ÇàÀ§)¿¡ ÀÇÇؼ­. cf) enter:(¹°¸®ÀûÀÎ Àå¼Ò¿¡)µé¾î°¡´Ù. enter into:(Ãß»óÀûÀÎ)ÀÏÀ̳ª »ç¾÷ ¶Ç´Â ³íÀÇ ³íÀï¿¡ ¶Ù¾îµé´Ù. ¡æ´ç±Ù!!! enter into µÚ¿£ Ãß»ó¸í»ç°¡ ¿Í¾ß°ÚÁÕ!!! ±×·¡¼­ the doingÀ̶ó´Â Ãß»ó¸í»ç°¡ ¿Ô³×¿°^^ ¡Øthe doing:ÇàÀ§, ó½Å, ÇàÇÔ  ¡Øby mere abstract study:´Ü¼øÇÑ Ãß»óÀûÀÎ °øºÎ¿¡ ÀÇÇؼ­ ¡Øabstract:Ãß»óÀûÀÎ ¡ê concrete:±¸Ã¼ÀûÀΠ       ¢Ñ¸¹Àº ±³°ú°¡ ´Ü¼øÇÑ Ãß»óÀûÀÎ °øºÎ¿¡ ÀÇÇؼ­º¸´Ù ½ÇÁ¦·Î ÇàÇÔÀ¸·Î½á ´õ Àß ÇнÀµÈ´Ù.
 
 
¨è [This is often the case with the most abstract as well as the seemingly more practical disciplines.]      ¡ØThis is often the case (with)~ :ÀÌ°ÍÀº ÈçÈ÷ ~¿¡ À־ »ç½ÇÀÌ´Ù.(±×·¯ÇÏ´Ù) ¡çÀÚÁÖ ³ª¿ä´Â Ç¥ÇöÀÓ. Áß¿ä!!!    ¡Ø¨Î as well as ¨Í = not only(merely) ¨Í but also ¨Î:¨Í»Ó¸¸ ¾Æ´Ï¶ó ¨Î ¡Øthe most abstract (discipline):°¡Àå Ãß»óÀûÀÎ ±³°ú  ¡Øthe seemingly more practical disciplines:Ç¥¸éÀûÀ¸·Î ´õ ½Ç¿ëÀûÀÎ ±³°ú      ¢ÑÀÌ°ÍÀº Ç¥¸éÀûÀ¸·Î ´õ ½Ç¿ëÀûÀÎ ±³°ú»Ó¸¸ ¾Æ´Ï¶ó °¡Àå Ãß»óÀûÀÎ ±³°ú¿¡¼­µµ ÈçÈ÷ ±×·¯ÇÏ´Ù.
 
¨é [For example, within the philosophical disciplines, logic must be learned through the use of examples and actual problem solving.]    ¡Øwithin the philosophical disciplines:öÇÐ ±³°ú ³»¿¡¼­´Â   ¡Øphilosophical:öÇÐÀÇ, öÇп¡ °üÇÑ ¡Ømust be learned through~:~¸¦ ÅëÇØ ÇнÀµÇ¾î¾ß ÇÑ´Ù. ¡Øthe use of examples:½Ç·ÊÀÇ »ç¿ë ¡Ø actual problem solving:½ÇÁ¦ÀûÀÎ ¹®Á¦ÇØ°á      ¢Ñ¿¹¸¦ µé¾î, öÇÐ ±³°ú ³»¿¡¼­ ³í¸®´Â ½Ç·ÊÀÇ »ç¿ë°ú ½ÇÁ¦Àû ¹®Á¦ ÇØ°áÀ» ÅëÇؼ­ ÇнÀµÇ¾î¾ß ÇÑ´Ù.
 
¨ê [Only after some time and struggle does the student begin to develop the insights and intuitions that enable him to see the centrality and relevance of this mode of thinking.]    ¡Ø¸ÕÀú Å« ±¸¹®ºÎÅÍ º¸¼¼¿ä? [ºÎ»ç±¸(Only after some time and struggle) + Á¶µ¿»ç(does) + ÁÖ¾î(the student) + º»µ¿»ç(begin)]·Î ºÎ»ç±¸°¡ ¾ÕÀ¸·Î µµÄ¡µÇ¾î ÀÖ´Â ±¸¹®ÀÔ´Ï´Ù. ÀÌÇØ°¡ °¡½ÃÁÒ? Áï ÇлýµéÀÌ ¾î´À Á¤µµÀÇ ½Ã°£°ú ³ë·ÂÀÌ ÀÖÀº ÈÄ¿¡¸¸ ~°ÍÀ» ¹ß´Þ½ÃÅ°±â ½ÃÀÛÇÑ´Ù Çϳ׿ä^^ ÀÌÇØ °¡½Ã³ª¿ä?   ¡ØOnly after some time and struggle:¾î´À Á¤µµÀÇ ½Ã°£°ú ³ë·Â ÈÄ¿¡¸¸ ¡Øthe insights and intuitions:ÅëÂû·Â°ú Á÷°ü·Â ¡Øintuition:Á÷°ü·Â ¡Øenable ¨Í to ¨Î:¨Í°¡ ¨ÎÇÏ´Â °ÍÀ» °¡´ÉÇÏ°Ô ÇÏ´Ù.(thatÀº the insights and intuitionsÀ» ¼±Çà»ç·Î °®´Â ÁÖ°Ý°ü°è ´ë¸í»ç.  ¡Øthe centrality and relevance:Á߿伺°ú Ÿ´ç¼º    ¡Øthis mode of thinking:ÀÌ·± »ç°í¹æ½Ä          ¢Ñ¾î´À Á¤µµÀÇ ½Ã°£°ú ³ë·ÂÀÌ ÀÖÀº µÚ¿¡¾ß ÇнÀÀÚ´Â ÀÌ·± »ç°í¹æ½ÄÀÇ Á߿伺°ú Ÿ´ç¼ºÀ» ¾Ë ¼ö ÀÖ°Ô ÇØÁÖ´Â ÅëÂû·Â°ú Á÷°ü·ÂÀ» ¹ß´Þ½ÃÅ°±â ½ÃÀÛÇÑ´Ù.
 
¨ë [This learning by doing is essential in many of the sciences.]    ¡ØThis learning by doing:ÇàÇÔ¿¡ ÀÇÇÑ ÀÌ·¯ÇÑ ÇнÀ  ¡Øin many of the sciences:¸¹Àº °úÇб³°ú¿¡¼­ ¢ÑÇàÇÔÀ¸·Î½á ¹è¿ì´Â ÀÌ·± ÇнÀÀº ¸¹Àº °úÇÐ ±³°ú¿¡¼­ ÇʼöÀûÀÌ´Ù.
 
¨ì [For instance, only after a good deal of observation do the sparks in the bubble chamber become recognizable as the specific movements of identifiable particles.]       ¡Ø¸¶Âù°¡Áö [ºÎ»ç±¸+Á¶µ¿»ç+ÁÖ¾î+º»µ¿»ç] ±¸¹®À¸·Î only after a good deal of observationÀÌ ¾ÕÀ¸·Î µµÄ¡µÈ ±¸¹®ÀÓ.  ¡Øonly after a good deal of observation:»ó´çÇÑ ¾çÀÇ °üÂûÀÌ ÀÖÀº ÈÄ¿¡  ¡Øa good deal of:»ó´çÇÑ ¾çÀÇ   ¡Øthe sparks in the bubble chamber:°ÅÇ° »óÀÚ ¼ÓÀÇ ºÒ²É  ¡Øbubble chamber:[¹°¸®ÇÐ] °ÅÇ°(±âÆ÷) »óÀÚ(¹æ»ç¼±ÀÇ ±ËÀû(Ïùîæ)À» ÃøÁ¤Çϱâ À§ÇÑ ¿øÀÚÇÙ ½ÇÇè ÀåÄ¡)   ¡Øas the specific movements of identifiable particles:È®ÀÎ °¡´ÉÇÑ ¹Ì¸³ÀÚÀÇ ±¸Ã¼ÀûÀÎ ¿îµ¿À¸·Î¼­(as:~·Î¼­, specific:ƯÁ¤ÇÑ, ±¸Ã¼ÀûÀÎ, identifiable:µ¿ÀÏÇÔÀ» Áõ¸íÇÒ ¼ö ÀÖ´Â(È®ÀÎ °¡´ÉÇÑ), particle:¹Ì¸³ÀÚ  ¡Øbecome recognizable:ÀÎ½ÄµÉ ¼ö ÀÖ°Ô µÇ´Ù. ¡Ørecognizable:¾Ë¾Æº¼ ¼ö ÀÖ´Â, ÀνÄÇÒ ¼ö Àִ          ¢Ñ¿¹¸¦ µé¾î, »ó´çÇÑ ¾çÀÇ °üÂûÀÌ ÀÖÀº µÚ¿¡¾ß °ÅÇ° »óÀÚÀÇ ºÒ²ÉÀº È®ÀÎ °¡´ÉÇÑ ¹Ì¸³ÀÚÀÇ ±¸Ã¼Àû ¿îµ¿À¸·Î¼­ ÀÎ½ÄµÉ ¼ö ÀÖ°Ô µÈ´Ù.
 
3. ´Ü¾îÁ¤¸®
*discipline:±³°ú, (Çй®ÀÇ)ºÐ¾ß, ÈÆÀ°, ¼ö¾ç *abstract:Ãß»óÀûÀΡê concrete:±¸Ã¼ÀûÀÎ *seemingly:Ç¥¸éÀûÀ¸·Î, ¿Ü°ü»ó»óÀ¸·Î *logic:³í¸®, ³í¸®ÇÐ *insight:ÅëÂû·Â *intuition:Á÷°ü(·Â) *centrality:Á߿伺, Áß½ÉÀÓ *relevance:Ÿ´ç¼º, °ü·Ã¼º *essential:ÇʼöÀûÀÎ, º»ÁúÀûÀÎ, ¸Å¿ì Áß¿äÇÑ *a good deal of:»ó´çÇÑ ¾çÀÇ *bubble chamber:[¹°¸®ÇÐ] °ÅÇ°(±âÆ÷) »óÀÚ(¹æ»ç¼±ÀÇ ±ËÀû(Ïùîæ)À» ÃøÁ¤Çϱâ À§ÇÑ ¿øÀÚÇÙ ½ÇÇè ÀåÄ¡) *identifiable È®ÀÎ °¡´ÉÇÑ *particle ¹Ì¸³ÀÚ *strategy:Àü·«
 
4. Àü¹®Çؼ®
¸¹Àº ±³°ú°¡ ´Ü¼øÇÑ Ãß»óÀûÀÎ °øºÎ¿¡ ÀÇÇؼ­º¸´Ù ½ÇÁ¦·Î ÇàÇÔÀ¸·Î½á ´õ Àß ÇнÀµÈ´Ù. ÀÌ°ÍÀº Ç¥¸éÀûÀ¸·Î ´õ ½Ç¿ëÀûÀÎ ±³°ú»Ó¸¸ ¾Æ´Ï¶ó °¡Àå Ãß»óÀûÀÎ ±³°ú¿¡¼­µµ ÈçÈ÷ ±×·¯ÇÏ´Ù. ¿¹¸¦ µé¾î, öÇÐ ±³°ú ³»¿¡¼­ ³í¸®´Â ½Ç·ÊÀÇ »ç¿ë°ú ½ÇÁ¦Àû ¹®Á¦ ÇØ°áÀ» ÅëÇؼ­ ÇнÀµÇ¾î¾ß ÇÑ´Ù. ¾î´À Á¤µµÀÇ ½Ã°£°ú ³ë·ÂÀÌ ÀÖÀº µÚ¿¡¾ß ÇнÀÀÚ´Â ÀÌ·± »ç°í¹æ½ÄÀÇ Á߿伺°ú Ÿ´ç¼ºÀ» ¾Ë ¼ö ÀÖ°Ô ÇØÁÖ´Â ÅëÂû·Â°ú Á÷°ü·ÂÀ» ¹ß´Þ½ÃÅ°±â ½ÃÀÛÇÑ´Ù. ÇàÇÔÀ¸·Î½á ¹è¿ì´Â ÀÌ·± ÇнÀÀº ¸¹Àº °úÇÐ ±³°ú¿¡¼­ ÇʼöÀûÀÌ´Ù. ¿¹¸¦ µé¾î, »ó´çÇÑ ¾çÀÇ °üÂûÀÌ ÀÖÀº µÚ¿¡¾ß °ÅÇ° »óÀÚÀÇ ºÒ²ÉÀº È®ÀÎ °¡´ÉÇÑ ¹Ì¸³ÀÚÀÇ ±¸Ã¼Àû ¿îµ¿À¸·Î¼­ ÀÎ½ÄµÉ ¼ö ÀÖ°Ô µÈ´Ù.
 
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