CAJ | 학술논문

根据基础信念的不同，可将学习的研究与实践分为获得与参与两种取向的模型。获得模型假定学习即获得某种实体材料的过程，参与模型假定学习即成为团体成员的过程。20世纪末期学习理论发生由获得向参与转向的原因在于，获得模型面临的认识论困境以及所产生的不良规范与价值问题。要恰当处理获得模型与参与模型的关系，须正确认识知识的迁移，不偏废一方，使二者有机互补，并根据实际需要选择与应用某个模型。
근거기출신념적불동，가장학습적연구여실천분위획득여삼여량충취향적모형。획득모형가정학습즉획득모충실체재료적과정，삼여모형가정학습즉성위단체성원적과정。20세기말기학습이론발생유획득향삼여전향적원인재우，획득모형면림적인식론곤경이급소산생적불량규범여개치문제。요흡당처리획득모형여삼여모형적관계，수정학인식지식적천이，불편폐일방，사이자유궤호보，병근거실제수요선택여응용모개모형。
According to the differences of basic belief, learning theory and practice can be divided into acquisition-based model and participation-based model. The former presumes that learning is the acquisi- tion of something similar to materials while the latter presumes that learning is a process of becoming a member of a community. At the end of 20th century, learning theory shifted from acquisition model to par- ticipation model due to acquisition model＇ s philosophical dilemma and its problems in terms of negative norms and values. In order to deal with the relationship of the two models appropriately, we should under- stand the knowledge transfer properly, make the two models complementary and choose and apply the ap- propriate model upon actual needs.