[제5판] 교육방법의 교육공학적 이해 > 교육학

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1장 교육공학의 학문적 성격···························································································· 13
제1절 교육공학의 정의········································································································ 16
1. 시청각교육으로 출발························································································ 16
2. 공학의 의미와 교육공학················································································ 18
제2절 교육공학의 발달······································································································· 25
1. 시각교육과 시청각교육··················································································· 26
2. 시청각 통신············································································································ 29
3. 교수공학··················································································································· 32
4. 교육공학··················································································································· 35
5. 한국의 교육공학·································································································· 36
제3절 교육공학의 영역······································································································· 38
1. 설계 영역················································································································· 39
2. 개발 영역················································································································· 41
3. 활용 영역················································································································· 43
4. 관리 영역················································································································· 44
5. 평가 영역················································································································· 45

2장 교육공학의 심리학적 기초······················································································ 51
제1절 행동주의 이론과 교수설계················································································· 53
1. 파블로프(Pavlov)의 고전적 조건화 이론··········································· 53
2. 스키너(Skinner)의 조작적 조건화··························································· 56
3. 교수설계에의 시사점························································································ 62
제2절 인지주의 이론과 교수설계················································································ 64
1. 행동주의 대 인지주의····················································································· 64
2. 형태주의 심리학·································································································· 65
3. 정보처리이론········································································································· 66
4. 교수설계에의 시사점························································································ 74
제3절 구성주의 이론과 교수설계················································································ 76
1. 객관주의 대 구성주의····················································································· 77
2. 인지적 구성주의 대 사회적 구성주의·················································· 80
3. 교수설계에의 시사점························································································ 85

3장 교수체제개발························································································································· 93
제1절 교수체제개발의 개념 및 특징········································································· 96
1. 교수체제개발의 개념························································································ 96
2. 교수체제개발의 특징 및 영역···································································· 98
제2절 교수체제개발 모형······························································································· 102
1. 체제적 교수개발 모형의 특징································································· 102
2. ADDIE 모형······································································································· 104
3. 브릭스와 웨거(Briggs & Wager)의 교수체제설계모형·········· 106
4. 딕과 케리(Dick & Carey)의 교수체제설계모형·························· 107
제3절 교수목표 설정········································································································· 110
1. 교수목표 설정을 위한 요구분석···························································· 110
2. 교수목표 설정의 원리·················································································· 115
제4절 학습과제 분석········································································································· 124
1. 과제 분석의 개념···························································································· 124
2. 학습 목표의 분류···························································································· 125
3. 과제 분석의 주요 기법················································································ 127

4장 교수설계이론 I ·················································································································· 135
제1절 가네(Gagne´)의 9가지 수업사태································································· 138
1. 이론적 배경········································································································· 138
2. 학습의 과정········································································································· 138
3. 수업사태················································································································ 142
제2절 롸이겔루스(Reigeluth)의 교수설계전략················································ 147
1. 이론의 개발 배경과 주요 요소······························································ 147
2. 미시적 조직전략: 개념 학습의 경우··················································· 149
3. 이론의 적용 사례···························································································· 155
4. 거시적 조직전략: 정교화 이론······························································· 159
제3절 켈러(Keller)의 학습동기 설계이론··························································· 160
1. 이론적 배경········································································································· 160
2. ARCS 모형··········································································································· 163

5장 교수설계이론 II ················································································································ 181
제1절 구성주의적 교수-학습 방법의 특징························································ 183
1. 문제중심의 교수-학습 환경 설계·························································· 184
2. 학습자 중심의 교수-학습 환경 설계··················································· 185
제2절 문제중심학습(PBL) ······························································································ 186
1. 문제중심학습의 개념····················································································· 186
2. 문제중심학습의 특징····················································································· 188
3. 문제중심학습의 절차····················································································· 191
제3절 상황학습이론············································································································ 196
1. 상황학습이론의 개념····················································································· 196
2. 맥락정착적 교수······························································································· 198
3. 인지적 도제학습······························································································· 200
4. 실천공동체··········································································································· 203

6장 교수매체의 선정과 활용························································································· 209
제1절 교수매체의 특성 및 종류················································································ 212
1. 교수매체의 정의······························································································· 212
2. 교수매체의 역할······························································································· 214
3. 교수매체의 종류······························································································· 215
4. 교수매체 활용의 필요성············································································· 219
제2절 ASSURE 모형·········································································································· 222
제3절 교수매체 자료 제작의 원리와 기법························································· 227
1. 텍스트 설계 원리···························································································· 227
2. 시각자료 설계 원리······················································································· 234
3. 동영상 자료 설계 원리················································································ 238
4. 프레젠테이션 자료 설계 원리································································· 240

7장 교수실행··································································································································· 247
제1절 교수-학습 과정과 의사소통·········································································· 249
1. 교수실행과 의사소통기술··········································································· 249
2. 교수-학습의 의사소통 모형······································································· 250
제2절 질문하기와 청취하기·························································································· 254
1. 질문의 유형········································································································· 255
2. 질문의 원리········································································································· 258
3. 청취하기················································································································ 262
제3절 설명하기······················································································································ 264
1. 긴장의 통제········································································································· 264
2. 설명의 실시········································································································· 265
제4절 마이크로티칭과 교수 시연············································································· 270
1. 마이크로티칭의 특징····················································································· 271
2. 마이크로티칭의 실시 및 평가 기준···················································· 273

8장 교수 프로그램의 평가······························································································· 281
제1절 교수 프로그램 평가의 의미 및 유형······················································· 284
1. 교수 프로그램 평가의 의미······································································ 284
2. 교수 프로그램 평가의 유형······································································ 285
제2절 교수 프로그램의 평가모형············································································· 293
1. 타일러(Tyler)의 목표성취모형································································ 294
2. 글레이저(Glaser)의 수업평가모형························································· 295
3. 커크패트릭(Kirkpatrick)의 4수준 평가모형··································· 297
제3절 교수 프로그램의 평가와 목표 분류························································· 299
1. 블룸(Bloom)의 교육목표 분류······························································· 300
2. 리서와 딕(Reiser & Dick)의 목표 분류 및 평가······················ 301
제4절 평가도구의 제작···································································································· 304
1. 객관식 평가 도구···························································································· 304
2. 주관식 평가 도구···························································································· 308
3. 수행평가 도구···································································································· 311

9장 이러닝과 교육공학········································································································ 321
제1절 이러닝의 이론적 기초························································································ 323
1. 이러닝의 등장 배경과 정의······································································ 323
2. 이러닝의 유형···································································································· 325
제2절 이러닝의 발전········································································································· 330
1. 이러닝 2.0과 이러닝 3.0 ············································································ 330
2. m-러닝과 스마트 러닝················································································· 335
제3절 이러닝의 활용········································································································· 338
1. 디지털 교과서···································································································· 339
2. 거꾸로 학습(Flipped Learning) ····························································· 342
3. 대형 온라인 공개 강좌(MOOC) ···························································· 346

10 장 교육공학의 최근동향과 교수-학습방법의 새 지평··················· 355
제1절 교육공학의 최근동향과 교수-학습방법의 개선······························· 357
1. 교실수업의 실태와 개선방향···································································· 357
2. 교수-학습에서 교육공학의 활용····························································· 359
3. 교육공학의 최근동향에 따른 교수－학습 방법의 새로운 변화··········· 362
제2절 디지털 학습공간과 교수-학습방법의 새 지평································· 366
1. 디지털 학습공간의 특성············································································· 367
2. 초연결사회와 신지식역량··········································································· 370
3. ‘가르침’보다 ‘배움’ 중심의 융합적 학습············································ 371
4. 개별학습보다는 ‘네트워크 협력학습’의 확산································· 373

찾아보기···································································································································· 379

저자소개

▪박성익(朴成益)
∙서울대학교 사범대학 교육학과(문학사)/ 서울대학교 대학원 교육학과(문학석사)
∙미국 University of Minnesota 대학원 교육과정 및 교수이론 전공(Ph. D.)
[경력] 서울대학교 교육연구소 소장/ 서울대학교 교육행정연수원 원장/ 유네스코 아태지역 15개국 교육공학 세미나 의장/ 한국교육공학회 회장/ 한국 열린교육학회 회장/ 한국교육방법학회 회장/한국교육학회 수석부회장/ 한국 영재학회
부회장/한국 융합산업학회 부회장
[현재] 서울대학교 사범대학 교육학과 명예교수
[저서] 교수－학습 방법의 이론과 실제(Ⅰ, Ⅱ) /교수－학습 이론과 매체/ 교육공학탐구의 새지평(공저) / 교육공학의 원리와 적용(공저) / 교수설계의 이론과 모형(역) /학습의 조건과 교수이론(역) /학습부진아 교육/ 영재교육학 원론(공저)
[연락처] E-mail: seongik@snu.ac.kr

▪임철일(林哲一)
∙서울대학교 사범대학 교육학과(학사)/ 서울대학교 대학원 교육학과(교육학석사)
∙미국 Indiana University대학원 교수체제공학과(Ph. D.)
[경력] LG화학 인재개발팀/ 숭실대학교 교수/ 중앙공무원교육원 객원교수/ 한국교육공학회 부회장/ 한국기업교육학회 회장/ 서울대학교 교육부처장, 교수학습개발센터 소장/ 서울대학교 교육행정연수원장
[현재] 서울대학교 사범대학 교육학과 교수
[저서] 효과적인 의사소통을 위한 기술(공역) /교수설계이론과 모형/원격교육과 사이버교육 활용의 이해/웹기반교육(편
저) /교수설계이론과 모형(공역) /교육공학의 원리와 적용(공저) /교육공학(공저) /원격교육론(공저)
[연락처] 연구실: 02-880-7639
E-mail: chlim@snu.ac.kr

▪이재경(李在京)
∙서울대학교 사범대학 교육학과(문학사)/ 서울대학교 대학원 교육학과(교육학석사)
∙미국 Indiana University대학원 교수체제공학과(Ph. D.)
[경력] 미국 Andersen Consulting, Co. & SC, St. Charles(인턴) /한국포스코경영연구소(연구위원) /한국교육(EBS) 부설 멀티미디어교육지원센터(책임연구원) /원광대학교 교육학과 교수/대학교육개발센터협의회 회장
[현재] 숙명여자대학교 문과대학 교육학부 교육학 전공 교수
[저서 및 논문] 성공적인 수업을 위한 교수전략(공저)/ 인터넷을 활용한 사회과 주제해결학습모형의 개발과 적용에 관한 사례연구/ 웹기반 자기주도적 학습모형의 개발에 관한 연구/ 에듀넷에서의 자기주도 학습능력신장을 위한 워크북 개발/멀티미디어 환경에서의 교수－학습 형태와 지도방안/ 하이퍼미디어를 이용한 자율학습에서의 문제해결과정/ 학습을 위한 수업의 설계 및 실제
[연락처] 연구실: 02-710-9589
E-mail: jklee@sookmyung.ac.kr

▪최정임(催廷任)
∙서울대학교 사범대학 지리교육학과(문학사)/ 서울대학교 대학원 교육학과(교육학석사)
∙미국 Florida State University대학원 교육공학과(Ph. D.)
[경력] 중학교 사회과 교사/ 한국교육개발원 컴퓨터 교육연구센터 연구원/ 미국 아더앤더슨 교육센터 인턴/ 서울대 교육연구소 특별연구원
[현재] 가톨릭 관동대학교 교직과 교수
[저서] 인적자원개발을 위한 요구분석 실천가이드/ 교육프로그램 개발 방법론(공저) / PBL로 수업하기(공저) / 구성주의와 교육공학(공역) / 효과적인 의사소통을 위한 기술(공역) 등
[연락처] 연구실: 033-649-7812 /
E-mail: choij@cku.ac.kr

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