[제6판] 교육공학과 수업 > 교육방법.교육공학.컴퓨터교육

이 책은 ‘교육방법의 교육공학적 이해(제5판)’의 내용을 시대적 학문 조류에 맞추어 전면적으로 개정하여, 제6판으로 발행하면서 책의 명칭도 새롭게 ‘교육공학과 수업’으로 변경하였다. 이 책의 몇 가지의 변화된 특징을 소개하면 다음과 같다. 첫째, ‘교육 매체의 활용’과 ‘수업 설계’라는 두 축을 중심으로 교육공학의 학문적 특성을 안내하면서, ‘수업체제설계(Instructional Systems Design)’의 기본 개념 및 주요 단계를 상세히 소개하려고 하였다. 수업체제설계의 정의와 특징 그리고 주요 모형을 설명한 다음, 수업 요구분석, 수업목표 설정, 학습과제 분석의 단계를 다루었다.

둘째, 수업체제설계의 근간을 이루는 수업설계를 교수자 중심 수업과 학습자 중심 수업으로 구분하여 제시하였고, 특히 학습자 중심 수업설계는 문제 중심 학습, 토의·토론 학습, 프로젝트 기반 학습과 같은 다양한 학습자 중심 수업 방법으로 연결되도록 하였다. 이 점은 특별히 학습자 주도의 참여식 수업에 대한 학교 현장의 요구를 반영하고 있다.

셋째, 수업설계를 바탕으로 수업자료 개발을 위한 모형과 원리를 제시하였다. 수업 매체의 선정, 활용, 설계 원리를 다룬 후, 테크놀로지 활용 수업을 위한 기초 이론과 실제를 소개하였다. 이론적 측면에서는 디지털 리터러시와 테크놀로지 활용 수업 역량을 새롭게 강조하고 있다. 실제적 측면에서는 모바일 러닝, 게임화, 인공지능 활용 수업, 플립러닝, 온라인 학습 등 최신의 교육적 시도들을 포함하려고 하였다.

넷째, 수업자료 개발의 연장선에서 수업 과정안의 설계를 별도의 장으로 만들어서 실제성을 강화하려고 하였다. 수업 과정안 설계의 중요성을 강조하면서 교수자 중심의 수업 과정안 설계와 학습자 중심의 수업 과정안 설계를 구분하여 제시하고, 각각에 이론 및 실제 사례들을 포함하였다. 이 부분은 특별히 이 책이 학교 현장에 적용 가능한 지식과 실제를 반영하려고 노력한 결과 중의 하나이다. 한편 수업 과정안을 가지고 실제 수업을 실행하는 과정을 의사소통의 관점에서 제시하였다. 수업과 의사소통 기술의 기본 이론을 바탕으로 교수자 중심의 수업 실행과 학습자 중심의 수업 실행, 그리고 마이크로티칭 및 성찰과 수업 컨설팅을 소개하고 있다.

마지막으로, 교육공학적 수업의 새 지평 차원에서 4차 산업혁명과 지능정보 사회의 도래에 따른 미래교육의 방향을 제시하고 있다. 4차 산업혁명으로 나타난 사회 환경과 교육 환경의 변화 그리고 이로 인해 새롭게 요구되는 미래 인재의 핵심 역량을 분석하면서, 혁신적인 수업 방법을 교육공학이 어떻게 이끌어낼 수 있는지를 밝히고 있다.

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제6판을 내면서 / 3

1장 교육공학과 수업 ····························································13

제1절 수업과 교육공학 ·······················································16

1. 수업의 실제와 교육공학 ···········································16

2. 교육공학의 특성과 정의 ···········································19

제2절 교육공학의 발전 ·······················································24

1. 교육 매체의 활용 ··················································24

2. 수업 설계 ···························································27

제3절 미래교육과 교육공학 ··················································28

1. 미래 사회의 교육 목표와 교육공학 ·······························29

2. 첨단 기술의 발전과 교육공학 ·····································31

2장 수업체제설계Ⅰ ·····························································39

제1절 수업체제설계의 정의 및 특징 ·········································41

1. 수업체제설계의 정의 ···············································41

2. 수업체제설계의 특징 및 영역 ·····································43

제2절 수업체제설계모형 ·····················································47

1. 체제적 수업설계모형의 특징 ······································47

2. ADDIE 모형 ·······················································49

3. 딕과 케리(Dick & Carey)의 수업체제설계모형 ·················51

4. RPISD 수업체제설계모형 ·········································55

3장 수업체제설계Ⅱ ·····························································65

제1절 수업 요구분석 ··························································67

1. 수업 요구분석의 정의와 기법 ·····································67

2. 학습자 특성 분석 ··················································73

3. 수업 맥락 분석 ·····················································74

제2절 수업목표 설정 ··························································76

1. 수업목표 설정의 필요성 및 절차 ·································76

2. 수업목표 분류 ······················································77

3. 수업목표의 진술 방식 ·············································86

제3절 학습과제 분석 ··························································92

1. 학습과제 분석의 정의 ·············································92

2. 학습과제 분석의 주요 기법 ·······································94

4장 교수자 중심 수업과 수업설계 ···········································101

제1절 수업설계이론의 특징 ·················································103

제2절 가네(Gagné)의 수업설계이론 ·······································104

1. 이론적 배경 ·······················································104

2. 9가지 수업사태 ···················································108

제3절 켈러(Keller)의 학습동기 설계이론 ··································113

1. 이론적 배경 ·······················································113

2. ARCS 모형 ························································116

5장 학습자 중심 수업과 수업설계 ···········································131

제1절 학습자 중심 수업의 이론적 배경 ····································134

1. 객관주의 대 구성주의 ············································134

2. 인지적 구성주의 대 사회적 구성주의 ···························138

3. 구성주의적 수업설계 원리 ·······································141

제2절 학습자 중심 학습환경설계 모형 ·····································145

제3절 학습자 중심 수업 평가설계 ··········································151

1. 학습자 중심 수업 평가의 특징 ··································151

2. 과정 중심 평가 ···················································153

제4절 학습자 중심 학습지원환경설계 ······································160

1. 학습지원환경설계의 중요성 ······································160

2. 교실 공간 설계 ···················································164

3. 교육용 기자재 ·····················································165

6장 학습자 중심 수업방법 ····················································173

제1절 문제 중심 학습 ························································175

1. 문제 중심 학습의 정의 ···········································175

2. 문제 중심 학습의 특징 ···········································176

3. 문제 중심 학습의 절차 ···········································178

4. 문제 중심 학습의 평가 ···········································184

제2절 토의ㆍ토론 학습 ······················································187

1. 토의와 토론의 정의 ··············································187

2. 토의ㆍ토론 학습의 효과 ··········································189

3. 토의 학습의 절차 ·················································191

4. 토론 학습의 절차 ·················································199

제3절 프로젝트 기반 학습 ···················································206

1. 프로젝트 기반 학습의 정의 ······································206

2. 프로젝트 기반 학습의 절차 ······································210

3. 프로젝트 기반 학습과 디자인 씽킹 ·····························213

7장 수업자료 개발 ······························································223

제1절 수업매체의 이해 ······················································225

1. 수업매체의 정의 ··················································225

2. 수업매체의 역할 ··················································227

3. 수업매체의 종류 ··················································229

4. 수업매체 활용의 필요성 ··········································233

제2절 수업매체의 선정 및 활용 ·············································236

제3절 수업자료 설계 원리 ···················································241

1. 시각자료 설계 원리 ··············································241

2. 멀티미디어 자료 설계 원리 ······································244

3. 동영상 자료 설계 원리 ···········································246

8장 테크놀로지 활용 수업의 기초 ···········································251

제1절 수업과 테크놀로지 ···················································254

1. 수업을 위한 테크놀로지의 역할 ·································254

2. 테크놀로지 활용 수업에 영향을 미치는 요인 ··················258

제2절 학습자의 디지털 리터러시 ···········································262

1. 디지털 리터러시의 필요성 ·······································262

2. 디지털 리터러시의 의미와 구성요소 ····························265

3. 디지털 리터러시 향상을 위한 수업방법 ·························271

제3절 교수자의 테크놀로지 활용 수업 역량 ·······························278

1. 다양한 수준의 테크놀로지 활용 수업 ···························278

2. 테크놀로지 활용 수업을 위한 TPACK 모형 ···················281

3. 테크놀로지 활용 수업 역량 개발 ································285

9장 테크놀로지 활용 수업의 실제 ···········································293

제1절 테크놀로지 활용 교실 수업 ··········································295

1. 모바일 러닝 ·······················································295

2. 게임화 ·····························································300

3. 인공지능 활용 수업 ··············································305

제2절 플립러닝 ······························································314

1. 플립러닝의 특성 ··················································314

2. 플립러닝을 위한 수업방법 ·······································318

제3절 온라인 학습 ···························································321

1. 온라인 학습의 특성 ··············································321

2. 온라인 학습을 위한 수업방법 ····································325

10장 수업 과정안 설계 ··························································337

제1절 수업 과정안 설계의 맥락 ·············································340

1. 수업 과정안의 의미와 구성 요소 ································340

2. 수업 과정안의 종류 ··············································344

제2절 교수자 중심 수업 과정안 설계 ·······································346

제3절 학습자 중심 수업 과정안 설계 ·······································350

1. 문제 중심 학습 수업 과정안 설계 ·······························350

2. 디자인 씽킹 수업 과정안 설계 ··································354

부록 ·········································································361

11장 수업 실행과 의사소통 ····················································375

제1절 수업과 의사소통 ······················································377

1. 수업 실행과 의사소통 기술 ······································377

2. 수업의 의사소통 모형 ············································378

제2절 교수자 중심 수업 실행 ···············································382

1. 질문하기와 청취하기 ·············································382

2. 설명하기 ···························································392

제3절 학습자 중심 수업 실행 ···············································399

1. 도입 단계에서 튜터의 역할 ······································400

2. 문제 해결 단계에서 튜터의 역할 ································401

3. 학습 정리 단계 ···················································405

제4절 마이크로티칭과 성찰 ·················································407

1. 마이크로티칭의 특징 ·············································407

2. 마이크로티칭의 실행 및 평가 기준 ·····························409

3. 성찰과 수업컨설팅 ················································414

12장 4차 산업혁명ㆍ지능정보 사회와 교육공학적 수업의 새 지평 ····419

제1절 4차 산업혁명의 도래와 사회환경ㆍ교육환경의 변화 ···············422

1. 4차 산업혁명의 도래와 사회환경의 변화 ·······················422

2. 4차 산업혁명의 도래와 교육환경의 변화 ·······················425

3. 4차 산업혁명사회와 미래 인재의 ‘핵심역량’ ···················429

제2절 지능정보기술ㆍ디지털 기술 활용과 수업방법의 혁신 ··············433

1. 맞춤형 교수ㆍ학습 플랫폼의 특징과 사례 ······················433

2. 혁신적 교수ㆍ학습방법: LMS, ARㆍVR, 플립교실 ·············438

제3절 미래교육의 방향성과 교육공학적 수업방법의 과제 ················444

1. 지능정보사회와 교육공학적 수업방법의 혁신 ···················444

2. 지능정보기술의 교육적 활용과 교육공학적 수업의 과제 ······448

찾아보기 ······································································454

저자소개

▪박성익(朴成益)

∙ 서울대학교 사범대학 교육학과(학사, 석사) ∙ 미국 University of Minnesota 대학원 교육과정 및 교수이론 전공(Ph. D.)

[경력] 한국교육공학회 회장 / 한국교육방법학회 회장 / 한국열린교육학회 회장 / 한국영재학회 부회장

[현재] 서울대학교 교육학과(2012년 정년) 명예교수

[저서] 수업방법 탐구 / 교수ㆍ학습 방법의 이론과 실제(제Ⅰ권, 제Ⅱ권) / 교육공학의 원리와 적용(공저) / 영재교육학 원론(공저) / 학습부진아 교육

▪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 회장 / 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(편저) / 교수설계이론과 모형(공역) / 교육공학의 원리와 적용(공저) / 교육공학(공저) / 원격교육론(공저)

▪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 / 숙명여자대학교 교육혁신원장

[현재] 숙명여자대학교 문과대학 교육학부 교수

[저서] 성공적인 수업을 위한 교수전략(공저) / 교육공학의 원리와 적용(공저) / 플립러닝기반 수업의 설계 및 운영 / 학습을 위한 수업의 설계 및 실제 / 교육공학 탐구의 새 지평(공저) / 협동학습을 위한 참여적 학습자(공역) 등

▪최정임(催廷任)

∙ 서울대학교 사범대학 지리교육학과(문학사) / 서울대학교 대학원 교육학과(교육학석사) ∙ 미국 Florida State University대학원 교수체제공학과(Ph. D.)

[경력] 중학교 사회과 교사 / 한국교육개발원 컴퓨터 교육연구센터 연구원 / 미국 아더앤더슨교육센터 인턴 / 서울대 교육연구소 특별연구원 / 한국교육공학회 부회장 / 가톨릭관동대학교 교육혁신원 원장, 사범대학 학장

[현재] 가톨릭관동대학교 교직과 교수

[저서] 인적자원개발을 위한 요구분석 실천 가이드 / 교육프로그램 개발 방법론(공저) / PBL로 수업하기(공저) / 교육공학의 원리와 적용(공저)/ 수업컨설팅(공저) 등

▪조영환(趙潁桓)

∙ 서울대학교 사범대학 교육학과(문학사) / 서울대학교 대학원 교육학과(교육학석사) ∙ 미국 University of Missouri 대학원 정보과학 및 학습공학(Ph.D.)

[경력] 싱가포르 National Institute of Education 선임연구원 / 한국교육공학회 상임이사 / 서울대학교 교육행정연수원 부장교수 / Asia-Pacific Education Review 편집이사

[현재] 서울대학교 사범대학 교육학과 교수

[저서] 테크놀로지와 함께하는 유의미학습(공역) / Authentic Problem Solving and Learning in the 21st Century: Perspectives from Singapore and beyond(편저) / 미래교육, 교사가 디자인하다(공저) / 문제해결과 학습 디자인: David H. Jonassen 교수님의 연구를 되돌아보며(편저)

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