CAJ | 학술논문

文章介绍了环境扩展模式和学科结构模式两种课程内容建构理论，并参照传统学习理论对两种模式进行了比较分析。环境扩展模式在课程方案的设计上考虑到了儿童已有的经验，以社区扩大为“纬”体现了儿童的认知随空间变化的特点。布鲁纳的学科结构模式认为：“结构”是一种能够起启发作用的工具，学科概念是学习的关键。学生必须不断扩展和增强自身的学习活动，通过对概念的组织来构建学科体系，以此达到学习的目的。
문장개소료배경확전모식화학과결구모식량충과정내용건구이론，병삼조전통학습이론대량충모식진행료비교분석。배경확전모식재과정방안적설계상고필도료인동이유적경험，이사구확대위“위”체현료인동적인지수공간변화적특점。포로납적학과결구모식인위：“결구”시일충능구기계발작용적공구，학과개념시학습적관건。학생필수불단확전화증강자신적학습활동，통과대개념적조직래구건학과체계，이차체도학습적목적。
This paper introduces two course-constructing theory the environmental -extending model and the subject-structure model ,and compares the two theory to traditional studying theory .The environmental-extending model on the design of the cur‐riculum plan takes into consideration the experience of children ,to expand community with weft embodies the characteristics of children’s cognitive vary in space .Bruner’s subject-structure model takes structure as an inspirational tool and scientific concept is the key to learning .Students must be continuously expand and enhance their learning activities ,through the concept of organiza‐tion to construct the discipline system ,to achieve the goal of learning.