CAJ | 학술논문

差异事件教学的理念源于建构主义的思想。差异事件教学具有距离性、层进性、主体性、协作性等特征，有利于激发学生的好奇心，培养学生‘的兴趣爱好，营造独立思考、自由探索、勇于创新的良好环境。在差异事件教学中，差异事件所产生的认知和情感冲突是学生对社会进行主动建构的动力；教师是差异事件的生成者和引导者，学生是差异事件的解决者。差异事件教学的发展策略包括合理的目标定位，生成差异事件，等待、观察与倾听，提供支持性回应，激发学生问题解决等。
차이사건교학적이념원우건구주의적사상。차이사건교학구유거리성、층진성、주체성、협작성등특정，유리우격발학생적호기심，배양학생‘적흥취애호，영조독립사고、자유탐색、용우창신적량호배경。재차이사건교학중，차이사건소산생적인지화정감충돌시학생대사회진행주동건구적동력；교사시차이사건적생성자화인도자，학생시차이사건적해결자。차이사건교학적발전책략포괄합리적목표정위，생성차이사건，등대、관찰여경은，제공지지성회응，격발학생문제해결등。
Derived from the thoughts of constructivism, the idea of discrepancy event teaching is distinguished with the characteristics of distance, multilayer, subjectivity and collaboration, etc. Discrepancy event teaching is beneficial to stimulate the curiosity of students, cultivate the interests and hobbies of students, and construct the favorable environment of independent thinking, free exploration and being brave in innovating. In discrepancy event teaching, the conflict between cognition and the emotion from the discrepancy event is the motivation to positively enhance children＇s interaets with the environment, the teacher is the creator and guide of discrepancy event, the student is the solver of discrepaney event. The development strategies of discrepancy event teaching include reasonable objective orientation, the generation of discrepancy event, waiting, observing and listening, providing supported response and the stimulation of problem-solving of student, etc.