CAJ | 학술논문

学习共同体从人类学取向的情境认知观研究走进教育创新的领域，是理解知识的创造和共享的重要社会结构。综合运用社会性建构理论、科技媒介学习理论和文化习得理论，分析了信息技术支持下的人类学课程学习共同体的特征，并从目标定位、知识领域设计、意义协商的田野调查等方面，构建学习共同体的培育路径，并提出具体的评估方式，探索信息技术支持下的人类学课程教学设计。由此出发，兼论人类学的学科建设及其地位。
학습공동체종인류학취향적정경인지관연구주진교육창신적영역，시리해지식적창조화공향적중요사회결구。종합운용사회성건구이론、과기매개학습이론화문화습득이론，분석료신식기술지지하적인류학과정학습공동체적특정，병종목표정위、지식영역설계、의의협상적전야조사등방면，구건학습공동체적배육로경，병제출구체적평고방식，탐색신식기술지지하적인류학과정교학설계。유차출발，겸론인류학적학과건설급기지위。
Learning community, from the research of situation - based cognitive view in anthropological orientation to education innova- tion, is an important social structure to understand the creation and sharing of knowledge. In order to explore the instruction design of IT- supported Anthropology Course, this study synthesizes some social ~onstruction theory, science, technology and media learning theory and cultural acquisition theory, analyses the features of the learning community in IT - supported Anthropology Course, con- structs the training ways for the learning community in such aspects as target orientation, knowledge area, fieldwork under consultation, etc, and finally puts forward several specific assessment methods.