유아교육을 위한 교육방법 및 교육공학 > 교육방법.교육공학.컴퓨터교육

이 책은 대학에서 교직과목으로 개설되는 (유아교육을 위한) 『교육방법 및 교육공학』 강좌에서 한 학기 동안 사용할 수 있도록 구성되었다. 이 책은 내용은 2008년부터 2017년까지 4회에 걸쳐 수정 · 보완된 『교육방법 및 교육공학: 의사소통, 교수설계 그리고 매체활용』의 주요 내용을 중심으로 새로운 논리전개와 제4차 산업혁명과 테크놀로지 발달, 위험사회와 코로나19 등과 같은 새로운 내용을 교육과 연계하여 추가 · 보완하여 작성되었다. 이 책의 전체 내용은 4부 12장으로 구성되었다. 제Ⅰ부는 ‘학교학습과 수업의 이론적 기초’, 제Ⅱ부는 ‘효과적인 교수 · 학습을 위한 교육방법’, 제Ⅲ부는 ‘교육방법의 교육공학적 접근을 위한 이론’, 그리고 제Ⅳ부는 ‘유아교육에서 교육방법의 교육공학적 실천’이다. 여기에 추가하여‘시작 장prologue’은 학생들에게 ‘교육(학)과 교직과정의 이해’가 다른 교직과정 강좌에서 배운 내용과의 관련성 및 상호작용 관계를 파악하기 위한 것이며, ‘마무리 장epilogue’은 ‘제4차 산업혁명과 교육의 미래’와 관련되는 내용을 소개함으로써 ‘교육방법의 교육공학적 접근’에 대한 이해의 폭을 넓혀 앞으로의 교직생활에 도움을 주고자 하였다. 그리고 장章의 마지막 부분에는 학습내용을 이해하는 데 필수적으로 요구되는 ‘주요 개념 및 용어’를 제시하였다.

목차

머리말 ·································································································································ⅲ

시작 장 • 교육(학)과 교직과정의 이해 1 

제1절 인간 성장을 위한 교육과 교직과정 ······································································3

1. 인간의 성장과 교육 / 3

2. 교육(학)의 학문적 성격과 교직과정 / 7

제2절 교육과정으로서 ‘교육방법 및 교육공학’ ··························································10

1. 교육과정과 교수 · 학습의 과정 / 10

2. 교직과정으로서 ‘교육방법 및 교육공학’ / 13

제 Ⅰ 부 • 학교학습과 수업의 이론적 기초 17 

제1장 효과적인 수업과 의사소통 19

제1절 교육과 상호작용을 통한 의사소통 ····································································20

1. 인간과 교육적 의사소통 / 20

2. 언어적 의사소통과 비언어적 의사소통 / 21

제2절 ‘좋은 수업’을 위한 의사소통의 기초 ·································································23

1. 설명 / 23 2. 질문 / 26

제3절 의사소통 촉진을 위한 수업계획과 매체 ····························································28

1. 수업계획의 필요성과 과정 / 28

2. 의사소통의 촉진과 수업매체 / 31

제2장 교육방법의 교육공학적 접근을 위한 이론 37

제1절 수업심리학: 교수 · 학습이론 ··············································································38

1. 행동주의 교수 · 학습이론 / 38

2. 인지주의 교수 · 학습이론 / 39

3. 구성주의 이론과 교수 · 학습 / 41

제2절 의사소통 이론 ·····································································································45

1. 벌로의 SMCR 모형 / 46

2. 쉐논과 쉬람의 통신과정 모형 / 46

3. 로저스와 킨케이드 의미수렴 모형 / 47

제3절 혁신의 보급과 변화관리 이론 ············································································48

제3장 교수 · 학습의 기본성격과 ‘좋은 수업’ 53

제1절 학교학습과 교수 · 학습의 기초 ··········································································54

1. 학교학습과 교수 · 학습 / 54

2. 교수 · 학습과정과 교수사태 / 56

제2절 ‘좋은 수업’의 개념과 특징 ·················································································59

1. ‘좋은 수업’의 개념 / 59 2. ‘좋은 수업’의 특징 / 60

제3절 교사의 역할과 수업전문성 ·················································································62

1. 교사의 역할 / 62

2. 교사의 수업전문성 / 63

제 Ⅱ 부 • 효과적인 교수 ․ 학습을 위한 교육방법 71 

제4장 교육방법의 이해 73

제1절 교육방법의 의미와 변천과정 ·············································································74

1. 교육방법의 개념 / 74

2. 교육방법의 변천과정 / 75

제2절 교육방법의 분류와 유형 ·····················································································77

1. 교육방법 탐구의 패러다임 / 77

2. 교육방법의 분류 / 78

제3절 교육방법의 선정과 활용 ·····················································································82

1. 교육방법 선정 기준 및 고려사항 / 82

2. 의사소통 유형과 교육방법의 활용 / 83

제5장 교사중심 전통적 수업 89

제1절 전통적 교육방법의 개념과 특징 ······································································90

1. 교수자주도의 전통적 교육방법의 개념 / 90

2. 교사중심 수업의 특징 / 91

제2절 교사중심 교육방법 ·····························································································91

1. 직접교수 / 91

2. 개념획득 / 95

제3절 교사주도 수업의 한계와 전망 ············································································99

1. 교사주도 수업의 한계 / 99

2. 학습자중심 수업으로 전환 / 100

제6장 학습자중심 자기주도학습 101

제1절 구성주의적 수업과 자기주도학습 ···································································102

1. 구성주의적 수업 / 102

2. 자기주도학습 / 103

제2절 문제중심학습, 협동학습 및 거꾸로학습 ·························································106

1. 문제중심학습 / 106

2. 협동학습 / 110

3. 거꾸로학습 / 114

제3절 학습자중심 교육방법의 한계와 전망 ······························································120

1. 학습자중심 수업의 한계 / 120

2. 미래사회 역량개발을 위한 교육방법으로 변화 / 120

제 Ⅲ 부 • 교육방법의 교육공학적 접근을 위한 이론 123 

제7장 교육공학의 이해 125

제1절 교육공학의 발전과정 ·······················································································126

1. 시각교육 / 127

2. 시청각교육 / 128

3. 시청각통신 / 130

4. 교육(수)공학 / 130

제2절 교육공학의 개념 ·······························································································131

1. 교육공학의 개념과 관점 변화 / 131

2. 교육공학의 정의 / 135

제3절 교육공학의 탐구영역 ·······················································································137

1. 설계 영역 / 138

2. 개발 영역 / 139

3. 활용 영역 / 139

4. 관리 영역 / 140

5. 평가 영역 / 141

제8장 효과적인 수업을 위한 교수설계 145

제1절 교수설계의 개념과 기본 원리 ·········································································146

1. 교수설계의 개념 / 146

2. 교수설계의 기본원리 / 147

제2절 교수설계 이론 ··································································································149

1. 교수설계 이론 / 149

제3절 교수설계의 일반적 단계와 모형 ······································································157

1. 교수설계의 단계 / 157

2. 교수설계의 모형 / 158

제9장 전달수단으로서 수업매체 165

제1절 수업매체의 개념과 기능 ··················································································166

1. 수업매체의 개념 / 166

2. 수업매체의 기능과 효과 / 167

제2절 수업매체의 역할과 분류 ··················································································168

1. 수업매체의 역할 / 168

2. 수업매체의 분류 / 170

제3절 수업매체의 선정과 활용 ··················································································174

1. 매체의 선정기준 / 174

2. 효과적 매체 선정과 활용을 위한 ASSURE 모형 / 176

제 Ⅳ 부 • 유아교육에서 교육방법의 교육공학적 실천 179 

제10장 완전학습을 위한 교수설계와 수업지도안 작성 181

제1절 완전학습과 수업의 개별화 ··············································································182

1. 완전학습과 학습자 특성 분석 / 182

2. 수업의 개별화 / 185

제2절 교육과정의 해석과 교수 ․ 학습의 과정 ····························································187

1. 교육과정의 해석과 수업의 준비 / 187

2. 교수 · 학습의 과정 / 188

제3절 체계적인 수업을 위한 교수 · 학습과정안 ·······················································190

1. 교수 · 학습과정안 / 190

2. 교수 · 학습과정안의 형식과 내용 / 191

제4절 유아교육에서 교수설계 ···················································································195

1. 유아교육과 교수설계 / 195

2. 유아교육에서 교수설계의 실제 / 196

제11장 교과와 연계된 인성교육 실천 199

제1절 인성교육의 필요성과 방법 ··············································································200

1. 인성교육의 개념과 필요성 / 200

2. 인성교육의 방법 / 201

제2절 교과와 연계된 인성교육 ··················································································203

1. 교과교육에서 인성교육 / 203

2. 교과교육과 연계된 인성교육 / 205

제3절 교과 연계 인성교육의 융합 원리와 실천 ························································209

1. 교과 연계 인성교육의 융합 원리 / 209

2. 융합형 인성교육의 실천 / 211

제4절 유아교육에서 인성교육 ···················································································214

1. 유아교육과 인성교육 / 214

2. 유아교육에서 인성교육의 실제 / 215

제12장 수업매체 설계원리와 디지털기술의 진화 217

제1절 교수 ․ 학습매체의 설계 ․ 제작 원리 ··································································218

1. 교수메시지 설계 개념 / 218

2. 메시지 설계의 기본원리 / 219

제2절 학습 테크놀로지의 활용 ··················································································223

1. e-학습, m-학습과 u-학습 / 223

2. 소셜 미디어의 교육적 활용 / 227

제3절 디지털 학습매체의 활용과 수업혁신 ······························································230

1. 디지털 학습매체의 활용 / 230

2. 수업내실화와 수업혁신 / 231

제4절 유아교육에서 매체활용 ···················································································233

1. 유아교육과 매체활용 / 233

2. 유아교육에서 매체활용의 실제 / 234

마무리 장 • 제4차 산업혁명과 교육의 미래 237 

제1절 사회변화와 제4차 산업혁명 ············································································239

1. 사회변화와 교육변화의 방향 / 239

2. 제4차 산업혁명과 핵심역량 / 241

제2절 위험사회의 도래와 테크놀로지 활용 ······························································244

1. 제4차 산업혁명과 위험사회 / 244

2. 위험사회와 학교교육에서 테크놀로지 활용 / 246

제3절 디지털 학습공간의 확장과 학교교육의 미래 ················································· 248

1. 디지털 학습공간의 확장 / 248

2. 학습공간의 확장과 교사역할의 변화 / 250

참고문헌 ························································································································255

찾아보기 ························································································································267

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