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교육방법의 교육공학적 이해(제5판) 요약정보 및 구매

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위시리스트2
판매가격 20,000원
저자 박성익, 임철일, 이재경, 최정임
발행일 2015-08-25
ISBN 978-89-254-0964-1(93370)
페이지 396
판형 46배변형
포인트 0점
배송비결제 주문시 결제

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  • 교육방법의 교육공학적 이해(제5판)
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위시리스트
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    도서소개

    그 동안 본 교재를 활용하여 학습한 학생들이나 강의를 한 교수자들의 조언과 충고를 고려하면서, 제5판의 집필과정에서 심혈을 기울인 점들은 다음과 같다.
    첫째, 제5판에서는 빠르게 발전하고 있는 지능적 학습환경을 활용한 “교육방법의 교육공학적 접근”에 관하여 새로운 이론과 실천을 체계적으로 학습할 수 있도록 하는 데 역점을 두었다. 또한 학습내용 구성 면에서도 교수자나 학생들에게 ‘교육방법․교육공학’에 관한 다양한 이론과 지식을 단순하게 소개하는 문헌적 성격을 벗어나, ‘교육방법․교육공학’에 관한 필수 학습내용 및 필수 학습역량을 숙달시키는 데 초점을 두었다. 둘째, 교육방법 및 교육공학에 관한 가장 최근의 이론, 모형, 관점, 전략 그리고 최신의 디지털 매체와 활용 기술을 좀 더 간결하게 압축하여 재구조화하고 정교화해서 관련 내용을 학습하도록 하는 데 중점을 두었다. 특히 각 장의 주제를 중심으로 관련 이론이나 내용을 소개할 때, 관련 이론이나 내용을 도식화해 주거나 관련 사례 및 적용 방안을 예시해 줌으로써 교수자나 학생들이 쉽게 이해할 수 있도록 하였다. 셋째, 교육방법을 교육공학의 관점에서, 교육공학을 교육방법의 관점에서 이론적 고찰과 실제적 활용측면을 살펴봄으로써, 교수자나 학생들에게 미래지향적 새로운 교수-학습 패러다임을 선도할 수 있는 안목과 역량을 길러주는 데 초점을 두었다.

    목차

    제5판을 내면서

    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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