머리말 / 3
제1부 교육방법 및 교육공학 기초
제1장 교육공학과 교육방법 ·························································11
1. 교육공학 ·····································································12
2. 교육방법 ·····································································22
제2장 기저이론 ·······································································45
1. 체제이론 ·····································································46
2. 커뮤니케이션 이론 ···························································52
제3장 학습이론 ·······································································62
1. 행동주의 ·····································································65
2. 인지주의 ·····································································68
3. 구성주의 ·····································································76
4. 행동주의, 인지주의, 구성주의 비교 ···········································83
제2부 교수설계 및 교수전략
제4장 교수설계모형 ··································································89
1. 교수설계의 개념 ·····························································90
2. 교수설계의 역사 ·····························································91
3. 교수설계ㆍ교수체제개발 모형 ················································93
4. 교수설계ㆍ교수체제개발의 과정 ·············································102
제5장 분석 ··········································································118
1. 교수설계와 분석 ····························································119
2. 분석의 전략적 의의 ·························································121
3. 분석 모형 ··································································125
4. 교육공학에의 시사점 ························································149
제6장 전통적 교수설계 ····························································154
1. Gagne-Briggs의 포괄적 교수설계 이론 ·····································155
2. Keller의 동기설계 이론 ·····················································163
제7장 문제기반 교수설계 ··························································170
1. 문제기반 교수전략의 필요성 ················································171
2. 문제기반학습 모형 ··························································173
3. 4C/ID 모형 ·································································192
4. 문제기반학습과 4C/ID의 융복합 ·············································206
제3부 개발과 실행
제8장 수업지도안 작성 ····························································211
1. 수업지도안의 구성 ··························································212
2. 수업지도안 작성의 실제 ····················································218
3. 수업지도안 검토 ····························································224
제9장 교수매체 ·····································································230
1. 교수매체의 개념 ····························································231
2. 교수매체의 유형 ····························································235
3. 교수매체의 선정 ····························································241
4. 교수매체의 활용 ····························································248
제10장 수업실행 ····································································261
1. 교수 메시지 설계 ···························································262
2. 효과적인 프레젠테이션 ·····················································270
3. 효과적 수업운영 ····························································275
제11장 평가 ··········································································283
1. 평가의 개념, 유형 및 모형 ·················································284
2. 교수-학습의 평가 ··························································294
제4부 미래교육
제12장 교육방법 및 교육공학의 미래 ·············································323
1. 사회의 변화 ································································324
2. 교육의 변화 ································································326
3. 공학의 변화 ································································339
4. 교육정보화와 교육의 미래 ··················································343
참고문헌 ······································································350
찾아보기 ······································································370
