통합검색

이미 시중에 수많은 교육공학 관련 서적이 나와 있지만 본 교재는 특별히 교직 수강생을 위한 ‘교육방법 및 교육공학’에 초점을 맞추고 있다. 교육공학이 교육 현장과 괴리되지 않고, 변화하는 시대에 걸맞은 인재를 키워내는 데 도움이 되는 학문이어야 한다는 것을 강조한다. 그리고 집필자들은 모두 이러한 생각을 공유하면서 교재의 내용과 형식을 구성하였다.
본 교재는 총 4부로 구성되었다. 1부에서는 교육공학의 개념에 대한 이해를 통해 교육공학이 역사와 주요 영역, 그리고 교육공학이 교육 분야에 어떻게 적용되고 기여할 수 있는지를 다루었다. 2부는 교육공학의 출발점이라고 할 수 있는 교수매체에 대한 것으로 전통적인 교수매체의 개념과 유형, 효과는 물론, e-러닝으로 대변되는 온라인 매체의 활용 유형과 사례, 그리고 4차 산업혁명의 도래로 지능화되고 있는 최신 테크놀로지의 발달과 변화가 교육에 적용되는 모습을 담았다. 3부는 교수학습방법으로 교육효과를 높이기 위해 실제 교실에서 활용할 수 있는 다양한 방법들을 포함하였으며, 특히 교사 중심이 아닌, 학습자 중심의 교육을 실현할 수 있는 교육방법에 중점을 두었다. 4부는 교수설계이론에 대한 것으로 수업 설계에 기반이 되는 학습이론과 객관주의와 구성주의 각각의 교수설계이론을 다룸으로써 예비교사들이 수업을 어떻게 준비, 계획하고 학습환경을 제공할 것인가를 안내하였다. 5부는 교수설계모형으로 교수설계를 위한 단계와 절차를 제시하여 분석, 설계, 개발, 실행, 평가의 전 과정이 구체적으로 어떻게 진행되는지를 제시하고 있다.

이미 시중에 수많은 교육공학 관련 서적이 나와 있지만 본 교재는 특별히 교직 수강생을 위한 ‘교육방법 및 교육공학’에 초점을 맞추고 있다. 교육공학이 교육 현장과 괴리되지 않고, 변화하는 시대에 걸맞은 인재를 키워내는 데 도움이 되는 학문이어야 한다는 것을 강조한다. 그리고 집필자들은 모두 이러한 생각을 공유하면서 교재의 내용과 형식을 구성하였다.

본 교재는 총 4부로 구성되었다. 1부에서는 교육공학의 개념에 대한 이해를 통해 교육공학이 역사와 주요 영역, 그리고 교육공학이 교육 분야에 어떻게 적용되고 기여할 수 있는지를 다루었다. 2부는 교육공학의 출발점이라고 할 수 있는 교수매체에 대한 것으로 전통적인 교수매체의 개념과 유형, 효과는 물론, e-러닝으로 대변되는 온라인 매체의 활용 유형과 사례, 그리고 4차 산업혁명의 도래로 지능화되고 있는 최신 테크놀로지의 발달과 변화가 교육에 적용되는 모습을 담았다. 3부는 교수학습방법으로 교육효과를 높이기 위해 실제 교실에서 활용할 수 있는 다양한 방법들을 포함하였으며, 특히 교사 중심이 아닌, 학습자 중심의 교육을 실현할 수 있는 교육방법에 중점을 두었다. 4부는 교수설계이론에 대한 것으로 수업 설계에 기반이 되는 학습이론과 객관주의와 구성주의 각각의 교수설계이론을 다룸으로써 예비교사들이 수업을 어떻게 준비, 계획하고 학습환경을 제공할 것인가를 안내하였다. 5부는 교수설계모형으로 교수설계를 위한 단계와 절차를 제시하여 분석, 설계, 개발, 실행, 평가의 전 과정이 구체적으로 어떻게 진행되는지를 제시하고 있다.

머리말 / 3

Ⅰ. 교육공학의 기초
제1장 교육공학의 개념 및 영역 ·····························································11
1. 교육공학의 역사 ···································································13
2. 교육공학의 개념 ···································································14
3. 교육공학의 연구 영역 ·····························································21
4. 교육공학의 적용 ···································································23

Ⅱ. 교수매체
제2장 최신 테크놀로지의 동향과 교육적 활용 ·············································31
1. 최신 교육테크놀로지의 동향 ·····················································33
2. 수업 및 학습에서의 활용 ·························································44
3. 테크놀로지의 활용과 교사 ························································47
제3장 e-러닝 ·················································································53
1. e-러닝의 등장 배경과 개념 ······················································55
2. e-러닝의 구성요소 ································································58
3. e-러닝 유형 ·······································································61
4. e-러닝 현황: 초ㆍ중등교육 영역 ·················································68
5. e-러닝 현황: 고등교육 영역 ·····················································70
6. e-러닝 현황: 성인ㆍ평생교육 영역 ··············································74
제4장 교수매체의 원리 ·······································································79
1. 교수매체의 개념과 교육적 기능 ··················································81
2. 교수매체의 종류와 특성 ··························································85
3. 교수매체의 선정과 적용 ··························································94

Ⅲ. 교수학습방법
제5장 전통적 교수ㆍ학습방법 ······························································105
1. 강의법 ·············································································109
2. 토의법 ·············································································115
3. 협동학습 ··········································································120
4. 탐구학습 ··········································································128
제6장 대안적 교수ㆍ학습방법 ······························································137
1. 구성주의 학습 원리에 기반한 대안적 교수ㆍ학습방법 ························139
2. 문제중심학습(PBL: Problem Based Learning) ······························143
3. 컴퓨터보조 협력학습(Computer Supported Collaborative Learning) ···153
4. 플립러닝(Flipped Learning) ···················································160

Ⅳ. 교수설계이론
제7장 학습이론 ··············································································177
1. 학습과 학습에 관한 관점 ························································179
2. 객관주의 기반의 학습이론 ·······················································182
3. 구성주의 기반의 학습이론 ·······················································193
제8장 객관주의 교수설계이론 ······························································201
1. 교수설계이론과 교수설계모형 ···················································203
2. 객관주의 수업설계이론 ··························································203
3. 가네의 수업설계이론 ·····························································204
4. 켈러의 교수설계이론 ·····························································210
제9장 구성주의 교수설계이론 ······························································219
1. 구성주의 교수학습과 교수설계 ··················································221
2. 구성주의 교수설계이론 ··························································227

Ⅴ. 교수설계 모형 및 적용
제10장 체제적 교수설계 모형 ······························································257
1. ADDIE 모형 ······································································260
2. Dick과 Carey의 모형 ···························································264
3. ASSURE 모형 ····································································268
4. ASSURE 모형의 적용 ···························································271
제11장 교수분석 및 설계 ···································································279
1. 요구분석 ··········································································281
2. 학습자 분석 ······································································284
3. 과제분석 ··········································································288
4. 학습목표분석 ·····································································292
제12장 교수개발 및 실행 ···································································299
1. 교수개발 ··········································································301
2. 실행 ···············································································316
제13장 교수평가 ·············································································331
1. 평가의 정의와 이해 ······························································333
2. 평가도구의 유형과 예시 ·························································336
3. 교수체제 설계모형에서의 평가 ··················································341
4. 구성주의 학습환경 평가의 예: 포트폴리오 평가 ······························349

찾아보기 ··············································································359