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본 연구는 개념도를 활용한 음악교수 모델을 제안함으로써, 첫째, 다양한 학습요소 간에 성립된 긴밀한 교육적 관계를 논리적으로 설명하고, 둘째, 이러한 논리적 사고 속에서 계획된 음악교수를 통해 보다 나은 음악교육적 결과를 기대하고 있다. 이를 위해 먼저 개념도의 의미와 역할을 교육철학적 관점과 교육심리학적 관점에서 살펴보았으며, 이를 통해 개념도에 의한 ‘사고의 흐름’과 유아의 ‘인지과정’ 간에 유의한 상관관계가 있음을 발견할 수 있었다. 이러한 결과는 교사의 개념도를 활용한 음악교수가 보다 효과적인 음악수업에 기여할 수 있음을 보여주는 것이다.


This study is intended to show if the instruction by using concept map, which supports to systematize knowledges meaningfully in our recognition structure by helping them determine hierarchy between concepts and understand relationship between them, is effective for the enhancement of musical teaching ability. For this study, I mapped out the scheme of procedures for instruction by using concept map, and designed model of instruction for music-teacher from perspective of educational philosophy and learning and developmental psychology. The contents of this study are summarized as follows. First, investigation of two different views - ‘Stream of Consciousness' from the view of educational philosophy and ‘Process of Perception' from a view of learning and developmental psychology. Second, compare investigation-views with a concept map from educational technological aspect. Third, by comparing, design a new musical instruction-model using concept map at the stage of preparatory audiation. Forth, based on the results of this study, we can conclude as follows. Firstly, use of concept map in musical instruction can be effective. This means that instruction by using concept map makes meaningful difference with regard to teaching ability. Secondly, it is shown that instruction by using concept map is effective on an area of musical thinking ability. That is, it is effective for comprehending ability and reasoning ability.