교육프로그램의 이론과 실제 > 교육학

본 저서는 1장 교수설계, 2장 요구분석, 3장 프로그램의 목표설정, 4장 교수 분석, 5장 학습자 및 환경(상황) 분석, 6장 수행목표 진술, 7장 평가 도구 개발, 8장 교수 전략 개발, 9장 교육 프로그램 개발, 10장 형성평가 및 총괄평가 실시 등으로 구성되어 있다.
특히 본 저서는 교육프로그램 개발 단계 및 절차에 따라 내용을 구성하였으므로, 교육프로그램을 개발하거나 설계하는 초보자에게 매우 유용할 뿐만 아니라, 실제 사례를 중심으로 구성되어 있어 누구든지 쉽게 이해할 수 있다.

목차

Ⅰ. 교수설계 ·····························································································································7
1. 교수, 수업, 학습, 교육과정 ··························································································9
2. 교수설계의 개념 ··········································································································12
3. 교수설계의 접근 방법 ·································································································13
4. 교수설계의 원리 ··········································································································16
5. 교수설계 이론의 특징 ·································································································17
6. 교수설계의 요소 및 절차 ···························································································19
7. 교수설계의 모형 ··········································································································21
8. 프로그램 설계 모형 개발 사례 ··················································································36

Ⅱ. 요구 분석 ························································································································41
1. 요구 분석의 개념 ········································································································43
2. 요구 분석의 특징 ········································································································45
3. 요구 분석의 단계 ········································································································46
4. 요구 분석 사례 ············································································································57

Ⅲ. 프로그램의 목표 설정 ·································································································83
1. 교육목표와 수업목표의 개념 ······················································································85
2. 교육목적과 수업목표의 설정 ······················································································88
3. 수업목표의 분류와 기능 ·····························································································90
4. 프로그램 목표 사례 ····································································································91

Ⅳ. 교수 분석 ························································································································95
1. 학습 성과별 유형 ········································································································97
2. 목표 분석 ···················································································································102
3. 하위 기능 분석 ·········································································································106

Ⅴ. 학습자 및 환경(상황) 분석 ·····················································································113
1. 학습자 분석 ···············································································································115
2. 상황 분석 ···················································································································121

Ⅵ. 수행목표 진술 ··············································································································127
1. 수업목표의 진술 ········································································································129
2. 수업목표의 분류 ········································································································145
3. 신교육목표 분류 ········································································································157
4. Eisner의 수업목표 분류 ···························································································161
5. 수행목표 사례 ···········································································································162

Ⅶ. 평가 도구 개발 ···········································································································167
1. 교육평가 과정 ···········································································································169
2. 교육평가의 유형 ········································································································174
3. 교육 평가 구비 조건 ································································································179
4. 평가 도구 제작 ·········································································································188
5. 평가 도구 개발 사례 ································································································205

Ⅷ. 교수 전략 개발 ···········································································································213
1. Bruner의 발견학습 ···································································································215
2. Carroll의 학교학습모형 ····························································································223
3. Bloom의 완전학습모형 ·····························································································229
4. Glaser-Dececco의 일반교수모형 ··········································································234
5. Gagne의 처방적 교수 이론 ····················································································237
6. Skinner의 조작적 조건화 이론 ···············································································244
7. Piaget의 인지발달 이론 ···························································································249
8. Ausubel의 유의미 언어학습 이론 ···········································································251
9. Vygotsky의 사회문화적 발달 이론 ········································································254
10. Keller의 학습동기 이론 ··························································································258
11. 교수전략 개발 사례 ································································································262

Ⅸ. 교육 프로그램 개발 ···································································································269
1. 교수학습 매체 선정 및 활용 ···················································································271
2. 교육 프로그램 개발 ··································································································276
3. 프로그램 개발 사례 ··································································································281

Ⅹ. 형성평가 및 총괄평가 실시 ····················································································291
1. 형성평가 실시 ···········································································································293
2. 총괄평가 실시 ···········································································································294
3. 형성 및 총괄평가 사례 ····························································································295

부록 ···························································································································299
뇌교육 프로그램 개발 ····································································································301
뇌교육 프로그램 활용에 대한 설문지 ··········································································311
설문지 분석 결과 ···········································································································317

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