1

1.
1


2.
3.

1.
2.
3.

(Peters)
1.

2.

3.

1.

2.

3.

4.

1.

2.

3.

4. ()
()

1. (1)(2)(3)(4)(5)
(6)
2. (1)(2)(3)(4)

(5)(6)
3. (1)(2)(3)(4)(5)

(Ballantine)

1.

2.

3.

4.

(p.49)
4.

(Scott)

1.
2.
3.
4.

1.
2.
3.
4.

(Scott)

1.
2.
3.

1.
2.
3.
4.

(
)(
)

(Turner)

1.
2.
3.
4.

1.
2.
3.
4.

1.
(Thurstone)(1)(2)(3)

(Gardner)
(1)(2)(3)(4)
2.
(Sternberg)(1)(2)(3)
(4)(5)

3.

(Jean Piaget)

1.

2.

3.()

4.()

(schema)

(1)
(2)

(Leb S. Vygotsky)

(1)
(2)

(1)
(2)
(3)
(4)

(Eric H. Erickson)

(Lawrence Kohlberg)


1
2

3
4

5
6

5.
6.
7.

(Abraham H. Maslow)

(1)(2)(3)(4)(5)(6)(7)
(1)~(4)(5)~(7)

(Bernard Weiner)

(1)(2)(3)(4)(5)(6)

(Ivan P. Pavlov)

1.
2.
3.
(Burrhus F. Skinner)

1.
2.
3.

(Albert Bandura)

1.
2.
3.
4.

1.
2.
3.
4.

1.
2.
10

 3.

1
2
3
4

M.E. Olsen

11

12

 6
1

1
2
3

13

7
1

sophiaphilein

first order subject

second order subject

W.K.Frankena
1
2
3

14

1
2
3

justification

1
2
3
4

1
2
3
4
5
15

1
2
3

4
5
6
John Dewey
1
2
3

1
2
3
4
5

6
16

1
2
3
4
5
6

1
2
3
4
5
6

17

1
2
3
4
5
6

1
2
3
4

1.

2.

3.

4.

5.

6.

18

1.

2.

3.

4.

5.
6.

1.

2.

3.

4.

5.
6.

12
3

19

12
34

20

1.2.3.
4.

21

1.
2.9 8.63

3.

6-3-3
6-4-38-45-4-3

22

1.

2.

3.

4.
5.

1.

2.

3.
4.

23

1.
2.
3.
4.

1.
2.
3.
4.

1.
2.
3.

24

25

1.
2.3.

26

teachinginstruction
teaching
instruction

3Rs

1.
2.
3.
4.

5.
6.
7.

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
27

1.2.
3.

1.

2.

3.

4.

28


1.

2.
3.
4.

5.
6.

7.12
345

8.

guidance

Carl R. Rogers 1942

B. ShertzerS.C. Stone

29

Shertzer & Stone, 1981, p.40

Smith
passionateproductivecompassion continuum

1
2

instruction

(counseling)

(psychotherapy)

30

(psychiatry)

(social work)

1.

2.

3.
4.

(1)

(2)

(3)

W.H. Van Hoose

31

 1970

J.C. WorzbytK. ORourke

(1)
(2)

(1)
(2)
(3)
(4)

M.C. Shaw
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

32

primary prevention

secondary prevention

remediation and therapy

|
250

1.

2.

33

3.

4.

L. Shulman1.
2.3.
4.
5.6.
7.

Knowledge base for the beginning teacherReyonlds

1987
National Board for Professional Teaching Standards

Larson

professional control
Freidson

Sykes

accountability
34


public control

A. Abbott

monopolist

L. Darling-Hammond

J.I. Goodlad

R. Soder

1.2.3.4.
5.

35

1.

2.
A.
B.
C.
D.
E.
F.

1.

1.2.
3. 4.

2.

1.
2.
36

3.
4.
5.
6.
7.
8.
9.

1.
2.
3.
4.
5.

6.
7.

8.

9.

1.
2.
3.
4.
37

5.
6.
7.
8.
9.

1.
2.
3.

4.
5.

1.
2.
3.
4.
5.

6.
7.

8.
9.
10.

6.
7.
8.

objectivesystem
empiricism

quantitative research
qualitative research

Denzin & Lincoln
paradigm

38

1
1.

81

Michael J. Parsons
2.

3. teachers as researchers

4.

2 Wiersma
1.

2.

3.

4.

5. natives point of view

participant observationin-depth
interview

linear pattern
cyclical pattern

39

Spradley

1.
2.
3.
4.
5.

40


1.
2.
3.
4.
5.

1.
2.

1.
2.
(1)
(2)

78

78
Piaget, J. & Inhelder, B. (1956). The childs conception of space. London: Routledge & Kegan Paul.

68
139-180
Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of
research on teaching. (3rd ed., pp.3-36). New York: Macmillan.

41

 85APA 50 61-68
Selman, R. L. & Byrne, D. F. (1974). A structural-development analysis of levels of role taking in
middle childhood. Child Development, 45, 803-806.

64
Dana, N. F. (1991). Four walls with a future: Changing educational pratices through collaborative action
research. Unpublished doctoral dissertation, The Florida State University.

42