DAU Library

학위논문 동서

CAI-Courseware를 이용한 음악교육에 관한 연구

안태준

부산: 동아대학교 1994. -

43장; 27cm. -

학위논문(석사)- 동아대학교 교육대학원 음악교육전공 `95년2월

영문초록 : This study aims to establish a theory on the development of CAMI (Computer Assisted Music Instruction) Courseware. With this view, first, I examined models which had been so far developed, comparing two different angles on learning ; secondly, I studied the strategy and procedure of teaching and developing and third, I checked sophisticated theories and concepts on the development of Courseware in advanced countries. The standpoint on learning is in general divided into two angles-behavioristic and cognitive. The theory of behaviorism sees learning as fixed habits to be formed through stimulus and response. Skinner introduced the concept of programmed learning, which was designed to induce positive response from the student, and to reinforce or reward his response with arrangements of materials. Most Courseware developed in our country is based on the behaviorist doctrine. The theory of cognitivism assumes that learning act is characterized by activism. It is concerened with an objective and scientific approach to human thought and reasoning process, while behaviorism emphasizes external activities which can be observed and measured. Behaviorist and cognitivist, therefore, hold contrastive approaches to CAMI Courseware. Courseware so far developed convers mainly the subjects of mathematics and science, whose structures of knowledge and logical systems are clear. The subject of music is, however, differrent from those of mathematics and science which can be approached with clear, logical steps from simplicity to complexity. The teaching of music, an art education handling human emotions, focuses its emphasis on artistic responce, creativity, and value judgement. The question is, however, whether these characteristics can be objectified and systimatized based on the concept of behaviorism. Another question to be discussed is how to teach music based upon the theory of cognitivism or humanism. I examined in my study the models developed by Dick and Carey (19781, Wager(19901, and Roblyer(1988), the ideas of which I have applied to a theory of music learning. What should be considered in first priority are the environment for development, length of time and costs. In the argument of development strategy, I examined patterns of controlled learning. Most kinds of Courseware development in our country are still bound by a theory of programmed learning, whitch tends to organize materials methodically and present them in a straight line. Courseware that has been produced according to the programmed learning principle will make no more than dull pages to be turned. Furthermore, the learner is oblighed to respond passively to the programmed materials presented in regular sequence, which makes it difficult for him or her to learn through positive interaction with the computer. The fault of the Courseware so far developed may be attributed to failure in applying the teaching-learning theory to the design of Courseware. An alternative may be to give the learner the right to control. There is no invariable evidence, however, that the learning-controlling system has been proved more effective. This method is justified by inner motivation and cognitive approach. This study suggests a few points worthy of consideration in designing effective CAMI Courseware, a comprmise between controlled program and learner-controlling. In the process of developing CAMI Courseware, the argument includes the goal of learning, CAI types, Feedback application, configulations and graphics, and the quality management system of Darabi & Dempsey (1990). Keeping my mind on these points, I applied to my theory the CAI program model system developed by KEDI (Korean Education Development Institute). I also analized the standard specification of educational computer and development environment in our country. Finally, I have introduced Hypertext and Interactive Video, sophisticated concept for developing Courseware, in order to fire imagination to invent Courseware of next generation. First priority in resolving the problem is to develop a variety of Authoring tools. The development and application of CAMI Courseware will be successfully achieved, when research on its development is promoted and activated with the available intellectual and material resources given in the foregoing.

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