1. 20 2(78) 2008 123 < > . ? ? . . . , .: , , , 2. 124. , , , . , . (Hargreaves,1986; Hair 1990; Jeanneret, 1993; , 1995 Jorgensen, 1997). (Hargreaves 1986) (music teaching) .1) (Jorgensen 1997) .2) (Hair1990) (Jeanneret 1993) 19 , , .3)4) (1995) ( 1995). 5)1) Hargreaves, D.J.(1986), Developmental psychology and music education. TheJournal of the Society for Research in Psychology of music and MusicEducation. 14: 2, pp.83-842) Jorgensen, E.R.(1997), In Search of Music Education, Urbana: University ofIllinois Press.3) Hair, G.(1990), The conservatoria: A view from the lifeboats, Sounds Australia:Journal of Australian Music, 24, pp.11-14.4) Jeanneret. N.(1993), The preparation of secondary music teachers in New SouthWales: is it out of step? British Journal of Music Education, 10, pp.47-55.5) , ? , : , 1999, p.151 3. 125 . . . 2003 , , 3 10 150 . . . . . . .6) . to know how to know . . (integrative researchmethod) . 4 . 6) , Music teacher education and learning strategies in Japan, Korea andEngland, Ph.D dissertation. The University of Surrey, 2006, pp.163-169. 4. 126 . . , . . .. 1. (meta-cognition)() , (Hallam 2001).7) . . (Barrell 1991) , , . , , . 3 .8) ? ?7) Hallam, S., The development of meta-cognition in musicians: Implications foreducation, British Journal of Music Education, 2001, 18:1, pp.27-39.8) Barrell, J., Teaching for thoughtfulness, New York: Longman, 1991 5. 127 ? ? , ? ? ? ? ? ?(Lawson 1984) . , . . . . . (Lawson 1984) 1.1 . (Lawson 1984)9) = . = 9) Lawson, M. J., Being executive about meta cognition. In Kirby, J.R.(Ed.),Cognitive strategies and educational performance, Academic Press, 198489-108. 6. 128 . . . . . . . .2. (Self-control & Information processing) . . , , . . (Hunt 1982) 1.2 . 7. 129 (Hunt 1992)10) (, , , )( ) 1.2 ( ) (, , ) . . . . . () (Flavell, Friedriches & Hoyt 1970).11) . . .10) Hunt. M., How the mind works, The New York Times Magazine, January24, 1982, p.3011) Flavell,J. H., Friedriches, A.G., & Hoyt, J.D.(1970). Developmental changes inmemorization processes. Cognitive Psychology, 1, 1970, pp.324-340. 8. 1303. (Meta-cognitive processes) . (Gagne 1977, Eby1994).12)13) (Hunt 1982) . . () .(Barrell 1991) ,, . . . . . . . (Feed-back) . . 1.2 , , 3 . (Gagn 1977) , (Eby 1994) 3 . (Atkinson & Shiffirn 1968) 3 12) Gagn, R., The Conditions of Learning(3rd edit.), New York: Holt Rinehartan Winston, 1977a, pp. 69-7013) Eby, J.W., Reflective Planning, Teaching and Evaluation, Macmillan. 1994 9. 131 .14) : . . . : . . . . : . . .3 . . . . . . . . . . . 14) Atkinson, R.C. & Shiffrin, R.M., Human memory: A proposed system and itscontrol processes. In K.W. and J.T. Spence(Eds.) 1968, The psychology oflearning and motivation. 2, Academic Press, 1968 10. 132, , . , , . . .. 1. . . . .1) (Organization of the strategy) . 11. 133 . . (Zone ofProximal Development) . , (Vygotsky 1978)15) . . . (Bruner1971) (structure of knowledge) .16) . . . . (, ,15) Vygotsky, L., Mind in Society, Cambridge, Ma: Harvard University Press, 1978,p.8416) Bruner, J.S., The Relevance of Education, New York: Norton, 1971, pp.39-72 12. 134) . .2) (Actualisation of the strategy) . . . (1982) (Executive process) (Executive control process) .(1) 3 ( , , ) . , ( 1.2 ).(Sensory register) . (Gagn 1977) (Learning Hierarchy)17), (Ausubel 1978) (Meaningful17) Gagn, R.(1977 b), The Conditions of Learning(3rd edit.). New York: HoltRinehart an Winston. pp.142-150 13. 135reception learning)18), (Bruner 1966) (Theoryof Instruction)19) , . (Short-term Memory) , . (Piaget 1896~1980) , , . . . (Long-term Memory) . . (summarizing) , , . 3 . . . , . (Rehearsal strategy), (Elaboration strategy), (Affective strategy), (Organizational strategy) (Weinstein & Mayer, 1985).20)18) Ausubel, D., Novak, J. & Hanesian, H.(1978), Educational Psychology: ACognitive View. New York: Holt, Rinehart and Winston, pp.115-16019) Bruner, J.S.(1966), Toward a Theory of Instruction, Cambridge: HarvardUniversity Press, pp.39-7220) Weinstein, C.E. & Mayer,R. (1985). The teaching of learning strategies, InM.C.Wittrock(Ed.), Handbook of research on teaching(3rd edit.): Macmillan, p.315 14. 136(2) . ( 1.2 ). . (Self-survey), (Self-monitoring), (Self-evaluation), (Self-intensification) . (Barrell 1991) , , , . . . . . 15. 1372. . . ? ? . .(1) ? . ( 2.2 ).1: (Subject)2: (Identifiable academic characteristics)3: (Research method)4: (Systematic organisation)5: (Academic systemisation) . 4 : , , , . . . . 16. 138 . . . . . . . . . . . (Qualitative research), (Quantitative research), (Multi-method research) . . , , , , , , . . 3 ( , , ) . ( , ) . . . 17. 139 . . ( 2.1 ). . . . , , , , , . , . . . 2.1 . 18. 140< 2.1> - - - - - - - - - - - - - - - - - - - - - - - - - - - . . . . . () () () , (, , ) . 19. 141(2) ? , . ( 2.2 ). . (title) , , , . (, , , ) . . . , . . . . . . . . . 20. 142 . () . . . ? ? . . 2.2 . . () . 21. 143< 2.2> 22. 144 . . , . . 23. 145, . . . (, ) , ., . . , ., , . . . , , , (Ross, 1980).21) . . . 21) Ross. M.(1955), The Arts and Personal Growth: Oxford, Pergamon Press Ltd,p.101 24. 146 . . . . . , . . . , , . 25. 147, ? , : , 1999.Atkinson, R.C. & Shiffrin, R.M., Human memory: A proposed systemand its control processes. In K.W. and J.T. Spence(Eds.), 1968The psychology of learning and motivation, 2, Academic Press,1968.Ausubel, D., Novak, J. & Hanesian, H., Educational Psychology: ACognitive View, New York: Holt, Rinehart and Winston, 1978.Barrell, J., Teaching for thoughtfulness, New York: Longman, 1991.Bruner, J.S., Toward a Theory of Instruction, Cambridge: HarvardUniversity Press, 1966.Bruner, J.S., The Relevance of Education, New York: Norton, 1971.Eby, J.W., Reflective Planning, Teaching and Evaluation, Macmillan,1994.Flavell, J.H., Friedriches, A.G., & Hoyt, J.D., Developmental changesin memorization processes, Cognitive Psychology, 1, 1970.Gagn, R., The Conditions of Learning(3rd edit.), New York: HoltRinehart an Winston, 1977 a.Gagn, R., The Conditions of Learning(3rd edit.), New York: HoltRinehart an Winston, 1977 b.Hair, G., The conservatoria: A view from the lifeboats, Sounds Australia:Journal of Australian Music, 24, 1990.Hallam, S., The development of meta-cognition in musicians:Implications for education, British Journal of Music Education,18:1, 2001.Hargreaves, D.J., Developmental psychology and music education, TheJournal of the Society for Research in Psychology of music andMusic Education, 14: 2, 1986.Hunt. M., How the mind works, The New York Times Magazine, 26. 148January 24, 1982.Jeanneret. N., The preparation of secondary music teachers in New SouthWales: is it out of step? British Journal of Music Education, 10,1993.Jorgensen, E.R., In Search of Music Education, Urbana: University ofIllinois Press, 1997.Lawson, M.J., Being executive about meta cognition. In Kirby, J.R.(Ed.),Cognitive strategies and educational performance, AcademicPress, 1984.Vygotsky, L., Mind in Society, Cambridge, Ma: Harvard University Press,1978.Weinstein, C.E. & Mayer, R., The teaching of learning strategies, In M.C. Wittrock(Ed.), Handbook of research on teaching(3rd edit.):Macmillan, 1985. 27. 149Developing a meta-cognitive learning strategy forlearning of music education theoryJae Yong NaThe basic of carrying out music teacher education is for music teachertrainees to get music teacher education, while taking a balance betweentheory and practice. Nevertheless, a number of music teacher traineesweigh on practice, neglecting learning theory. Music teacher traineesinability to know how effectively they learn enormous amount of musiceducation theories and how they can systemize what they learn at theirknowledge is mainly due to their negligence of learning theory. Givensuch educational problem, this study was aimed at presenting educationmethods that can help music teacher trainees effectively learn a vastamount of music education theory. Further, this study was to devise anew learning strategy that can help music teacher trainees effectivelylearn music education theory and systematically organize the result oflearning.In order to devise learning the strategy, principal ideas of educationalpsychology were actively adopted such as meta-cognition, whole,structure, function and information processing. By doing so, newmeta-cognitive learning strategy was devised for learners to keepsystemizing music education theory they learned.Learners are supposed to study learning materials according tocirculative meta-cognitive learning process and systematically organizethe result of learning. However, since the structure of meta-cognitive 28. 150learning strategy is not simple, it is hard to learners who do not havebasic knowledge of cognitive psychology to use the strategy.Keywords: meta-cognition, learning strategy, organization, actualization