CAJ | 학술논문

隐喻在复杂理论的建构过程中起着关键作用。如果从蛋白质的“变构效应”来理解学习，那么学习归根结底是学习者发生于其概念体系的“活性（概念）基”上的变化；教师及媒介者不可能直接作用到学习者的“活性基”，但可以通过操纵环境（不仅仅是创设环境）作用于概念体系的“变构部位”，引发概念体系结构的“松动”和“变形”（即“解构”），从而导致其“活性基”上的关键变化（新结构和新意义生成）。这样的“解构-建构”并进的根本性学习绝非仅仅是一个认知过程；焦尔当运用变构模型将学习的复杂要素有机地整合起来，特别地，将学习过程与主体认识论及学习动机“契合”在了一起，对于日常学习现象具有较强的解释力。
은유재복잡이론적건구과정중기착관건작용。여과종단백질적“변구효응”래리해학습，나요학습귀근결저시학습자발생우기개념체계적“활성（개념）기”상적변화；교사급매개자불가능직접작용도학습자적“활성기”，단가이통과조종배경（불부부시창설배경）작용우개념체계적“변구부위”，인발개념체계결구적“송동”화“변형”（즉“해구”），종이도치기“활성기”상적관건변화（신결구화신의의생성）。저양적“해구-건구”병진적근본성학습절비부부시일개인지과정；초이당운용변구모형장학습적복잡요소유궤지정합기래，특별지，장학습과정여주체인식론급학습동궤“계합”재료일기，대우일상학습현상구유교강적해석력。
Metaphor is pivotal for the construction of a complex theory. From the perspective of allostery of enzyme , learning is ultimately seen as a change occurring on “ active site” of learner’s conceptions. Teachers and mediators can not directly operate the learner’s active site, but who can act on “allosteric site” of learner’s conception system via manipulating the environment that learners interact with so as to trigger some “looseness” or “distortion” (or“deconstruction”) of the conception system and thereby result in a key change (generating new structure and/or new meaning) on the active site. Such a “deconstruction-construction” is a parallel process causing a fundamental learning rather than merely a cognitive process. Using the allosteric learning model, Andre Giordan organically made complex learning elements ( biological, psychological, cultural, emotional, epistemological, etc.) integrated, in particular, incorporated subject’s motivation and epistemology into the mechanism on the process of learning. This model provides a strong explanation for daily learning phenomenon.