[제4판] 정보교육방법 탐구 > 교육학

이 책의 4번째 개정판을 다음과 같이 구성하였다.
첫째, 정보교육을 위한 교육방법의 가치를 다시 점검하였다. 정보통신기술이 이끄는 미래사회의 변화, 21세기 핵심 역량의 증진 등을 고려하여 학교교육에서 정보교육의 위상을 재점검하였다. 지금의 정보교육은 단순히 컴퓨터를 조작하고 활용하는 능력을 넘어 컴퓨터를 이용하여 문제를 해결하는 컴퓨팅 사고력을 증진하는 데에 초점을 두고 있다. 개인의 컴퓨팅 사고력을 증진하기 위하여 필요한 학습 내용을 선정하고 이에 적합한 교육 방법 및 전략을 설계하는 것이 중요하다.
둘째, 정보교육에 적용할 수 있는 교육방법으로 자원기반학습, 게임기반학습, 거꾸로학습을 추가하였다. 자원기반학습은 학생들이 아날로그 및 디지털 정보를 다양하게 활용하여 스스로 학습할 수 있는 기회를 제공하기에 적합한 방법이다. 게임기반학습은 게임을 학습자의 흥미를 증진하는 전략 이상으로, 학습 성과를 효과적으로 달성할 수 있는 방법으로 활용될 수 있다. 기존의 교실 강의 위주의 교육 환경을 완전히 변환시키는 거꾸로 학습은 학습자의 심층적인 학습(deeper learning)을 가능하게 한다. 기존에 포함되었던 다른 교육방법들은 현재의 정보교육 방향을 고려하여 수정 보완하였다.
셋째, 이 책의 제3판과 마찬가지로, 정보교육에서 다루어질 수 있는 내용을 중심으로 다양한 교육방법을 이용한 수업 설계 사례를 제시하였다. 아직 2015년 개정 교육과정에 따른 정보 교과서가 출판되지 않았지만, 이 사례를 통하여 정보과 수업 진행에 대한 생각을 발전시킬 수 있을 것이다.

목차

머리말 ∙ 2

❙제1부∙ 정보교육의 기본❙
제1장 정보교육을 위한 교육방법의 가치 ·································································11
1. 미래사회를 대비하는 정보교육 ··············································································12
2. 정보교육을 위한 교육방법의 필요성 ······································································14
3. 교수와 학습의 의미 ································································································16
4. 교수-학습 과정의 구성 요소 ··················································································18
5. 정보교육방법의 영역 ·····························································································25

제2장 수업지도안의 설계와 평가 ·············································································33
1. 수업계획 ················································································································34
2. 수업목표의 설정 및 교수-학습 활동 설계 ······························································35
3. 단원의 계획과 전개 ································································································37
4. 수업지도안의 구성요소 ··························································································38
5. 수업지도안 작성, 학습평가 방법 및 예시 ·······························································42

제3장 교육방법의 소개 ····························································································53
1. 교육방법의 분류 ····································································································54
2. 교육방법의 선택 ····································································································55
3. 교육방법의 유형 ····································································································61
4. 다양한 교수-학습 전략 ··························································································72

제4장 학습평가 ·······································································································77
1. 정보 교과 교육평가의 특성 ····················································································78
2. 지필평가 ················································································································85
3. 수행평가 ················································································································91
4. 컴퓨터 활용평가 ····································································································98

제5장 교육실습 ·····································································································103
1. 교육실습 ··············································································································104
2. 수업관찰 ··············································································································110
3. 학급 경영 ············································································································125
 

제6장 정보통신기술 활용 교육 ··············································································131
1. 정보통신기술 활용 교육의 의미와 특성 ·······························································132
2. 정보통신기술 활용 교육의 유형 ···········································································134
3. 정보통신기술 활용 교육의 운영 ···········································································142

❙제2부∙ 다양한 교육방법의 탐구❙
제7장 강 의 법 ······································································································153
1. 시나리오 ··············································································································154
2. 강의법의 의미 ·····································································································154
3. 강의법의 특징 ·····································································································155
4. 강의법의 교수-학습 과정 및 전략 ·······································································156
5. 평가 방법 ············································································································160
6. 강의법의 활용 방안 ·····························································································161

제8장 시범-실습 ···································································································171
1. 시나리오 ··············································································································172
2. 시범-실습의 의미 ································································································172
3. 시범-실습의 특징 ································································································174
4. 시범-실습의 교수-학습 과정 및 전략 ·································································175
5. 평가 방법 ············································································································179
6. 시범-실습의 활용 방안 ·······················································································180

제9장 토론식 교수법 ·····························································································187
1. 시나리오 ··············································································································188
2. 토론식 교수법의 의미와 유형 ··············································································189
3. 토론식 교수법의 특징 ··························································································196
4. 토론식 교수법의 교수-학습 과정 및 전략 ····························································197
5. 평가 방법 ············································································································199
6. 토론식 교수법의 활용 방안 ··················································································200

제10장 질 문 법 ······································································································205
1. 시나리오 ··············································································································206
2. 질문법의 의미와 유형 ··························································································207
3. 질문법의 특징 ·····································································································211
4. 질문법의 교수-학습 과정 및 전략 ·······································································212
5. 평가 방법 ············································································································214
6. 질문법의 활용 방안 ·····························································································216

제11장 동료교수법 ··································································································221
1. 시나리오 ··············································································································222
2. 동료교수법의 의미와 유형 ···················································································222
3. 동료교수법의 특징 ······························································································225
4. 동료교수법의 교수-학습 과정 및 전략 ································································226
5. 평가 방법 ············································································································228
6. 동료교수법의 활용 방안 ······················································································229

제12장 탐구학습 ·····································································································235
1. 시나리오 ··············································································································236
2. 탐구학습의 의미 ··································································································236
3. 탐구학습의 특징 ··································································································238
4. 탐구학습의 교수-학습 과정 및 전략 ····································································239
5. 평가 방법 ············································································································242
6. 탐구학습의 활용 방안 ··························································································242

제13장 프로젝트학습 ······························································································247
1. 시나리오 ··············································································································248
2. 프로젝트학습의 의미 ··························································································249
3. 프로젝트학습의 특징 ···························································································250
4. 프로젝트학습의 교수-학습 과정 및 전략 ·····························································253
5. 평가 방법 ············································································································256
6. 프로젝트학습의 활용 방안 ···················································································260

제14장 역할놀이 ·····································································································271
1. 시나리오 ··············································································································272
2. 역할놀이의 의미 ··································································································272
3. 역할놀이의 특징 ··································································································274
4. 역할놀이의 교수-학습 과정 및 전략 ····································································276
5. 평가 방법 ············································································································281
6. 역할놀이의 활용 방안 ··························································································281

제15장 스토리텔링기반학습 ····················································································291
1. 시나리오 ··············································································································292
2. 스토리텔링기반학습의 의미 ················································································292
3. 스토리텔링기반학습의 특징 ················································································295
4. 스토리텔링기반학습의 교수-학습 과정 및 전략 ··················································296
5. 평가 방법 ···········································································································299
6. 스토리텔링기반학습의 활용 방안 ········································································300

제16장 협동학습 ·····································································································307
1. 시나리오 ··············································································································308
2. 협동학습의 의미 ··································································································309
3. 협동학습의 특징 ··································································································310
4. 협동학습의 교수-학습 과정 및 전략 ····································································312
5. 평가 방법 ············································································································317
6. 협동학습의 활용 방안 ··························································································325

제17장 Unplugged 학습 ·······················································································333
1. 시나리오 ··············································································································334
2. Unplugged 학습의 의미 ····················································································334
3. Unplugged 학습의 특징 ····················································································338
4. Unplugged 학습의 교수-학습 과정 및 전략 ······················································339
5. 평가 방법 ············································································································342
6. Unplugged 학습의 활용 방안 ············································································343

제18장 자원기반학습 ······························································································351
1. 시나리오 ··············································································································352
2. 자원기반학습의 의미 ···························································································352
3. 자원기반학습의 특징 ···························································································353
4. 자원기반학습의 실행 과정 및 교수-학습 전략 ·····················································355
5. 평가 방법 ············································································································359
6. 자원기반학습의 활용 방안 ···················································································360

제19장 게임기반학습 ······························································································365
1. 시나리오 ··············································································································366
2. 게임기반학습의 개념 ···························································································367
3. 게임기반학습의 특징 ···························································································368
4. 게임기반학습의 실행과정 및 교수-학습전략 ······················································371
5. 평가 방법 ············································································································374
6. 게임기반학습의 활용 방안 ···················································································375
 

제20장 거꾸로 학습 ································································································381
1. 시나리오 ··············································································································382
2. 거꾸로 학습의 의미 ·····························································································382
3. 거꾸로 학습의 특징 ·····························································································385
4. 거꾸로 학습의 실행 과정 및 교수-학습 전략 ······················································387
5. 평가 방법 ···········································································································392
6. 거꾸로 학습의 활용 방안 ·····················································································393

❙제3부∙ 정보교육의 실제❙
제21장 ‘정보문화’ 수업 설계 ··················································································399
1. 내용 구성 ············································································································400
2. 예시 수업 설계 ····································································································402

제22장 ‘자료와 정보’ 수업 설계 ··············································································407
1. 내용 구성 ············································································································408
2. 예시 수업 설계 ····································································································411

제23장 ‘문제 해결과 프로그래밍’ 수업 설계 ···························································415
1. 내용 구성 ············································································································416
2. 예시 수업 설계 ····································································································419

제24장 ‘컴퓨팅 시스템’ 수업 설계 ··········································································427
1. 내용 구성 ············································································································428
2. 예시 수업 설계 ····································································································430

찾아보기 ∙ 433

저자소개

■ 허 희 옥 (순천대학교 컴퓨터교육과 교수)
∙주요 경력: 한국교육개발원 컴퓨터교육연구센터 연구원 역임
∙주요 연구 분야: 교수- 학습 방법, ICT 기반 교육환경 설계, 교수- 학습 이론
∙연락 정보: hoheo@sunchon.ac.kr

■ 김 미 량 (성균관대학교 컴퓨터교육과 교수)
∙주요 경력: 공공데이터전략위원회 전략위원, 전자정부추진위원회 위원
∙주요 연구 분야: 유비쿼터스 러닝, e-PBL, 혁신 기술의 확산
∙연락 정보: mrkim@skku.ac.kr

■ 조 미 헌 (청주교육대학교 컴퓨터교육과 교수)
∙주요 경력: 안동대학교 교육공학과 교수 및 한국교육개발원 부연구위원 역임
∙주요 연구 분야: 교수 설계, ICT 기반 교수-학습 방법
∙연락 정보: mihjo@cje.ac.kr

■ 이 옥 화 (충북대학교 교육학과 교수)
∙주요 경력: 대통령자문 교육혁신위원회위원, 전자정부특별위원회위원 역임
∙주요 연구 분야: e-러닝, 교육시스템평가, 국제이해교육
∙연락 정보: ohlee@cbnu.ac.kr

■ 김 민 경 (이화여자대학교 초등교육과 교수)
∙주요 연구 분야: e-러닝 학습 체제, 수학교과에서의 교육공학적 접근
∙연락 정보: mkkim@ewha.ac.kr 

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