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  • 교육과학사
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  • 2016-03-10 출간
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  • 324페이지
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  • 188 X 257 mm /685g
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  • ISBN 9788925410388
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Ⅰ. 교수설계 ···········································································································7
1. 교수, 수업, 학습, 교육과정 ···················································································9
2. 교수설계의 개념 ································································································12
3. 교수설계의 접근 방법 ························································································13
4. 교수설계의 원리 ································································································16
5. 교수설계 이론의 특징 ························································································17
6. 교수설계의 요소 및 절차 ····················································································19
7. 교수설계의 모형 ································································································21
8. 프로그램 설계 모형 개발 사례 ············································································36
Ⅱ. 요구 분석 ········································································································41
1. 요구 분석의 개념 ······························································································43
2. 요구 분석의 특징 ······························································································45
3. 요구 분석의 단계 ······························································································46
4. 요구 분석 사례 ·································································································57

Ⅲ. 프로그램의 목표 설정 ·······················································································83
1. 교육목표와 수업목표의 개념 ···············································································85
2. 교육목적과 수업목표의 설정 ··············································································88
3. 수업목표의 분류와 기능 ·····················································································90
4. 프로그램 목표 사례 ···························································································91

Ⅳ. 교수 분석 ········································································································95
1. 학습 성과별 유형 ······························································································97
2. 목표 분석 ·······································································································102
3. 하위 기능 분석 ·······························································································106

Ⅴ. 학습자 및 환경(상황) 분석 ··············································································113
1. 학습자 분석 ····································································································115
2. 상황 분석 ·······································································································121

Ⅵ. 수행목표 진술 ································································································127
1. 수업목표의 진술 ·····························································································129
2. 수업목표의 분류 ······························································································145
3. 신교육목표 분류 ·····························································································157
4. Eisner의 수업목표 분류 ···················································································161
5. 수행목표 사례 ·································································································162

Ⅶ. 평가 도구 개발 ······························································································167
1. 교육평가 과정 ·································································································169
2. 교육평가의 유형 ······························································································174
3. 교육 평가 구비 조건 ·······················································································179
4. 평가 도구 제작 ·······························································································188
5. 평가 도구 개발 사례 ························································································205

Ⅷ. 교수 전략 개발 ······························································································213
1. Bruner의 발견학습 ·························································································215
2. Carroll의 학교학습모형 ····················································································223
3. Bloom의 완전학습모형 ·····················································································229
4. Glaser-Dececco의 일반교수모형 ······································································234
5. Gagne의 처방적 교수 이론 ···············································································237
6. Skinner의 조작적 조건화 이론 ··········································································244
7. Piaget의 인지발달 이론 ···················································································249
8. Ausubel의 유의미 언어학습 이론 ······································································251
9. Vygotsky의 사회문화적 발달 이론 ····································································254
10. Keller의 학습동기 이론 ··················································································258
11. 교수전략 개발 사례 ························································································262

Ⅸ. 교육 프로그램 개발 ························································································269
1. 교수학습 매체 선정 및 활용 ·············································································271
2. 교육 프로그램 개발 ·························································································276
3. 프로그램 개발 사례 ·························································································281

Ⅹ. 형성평가 및 총괄평가 실시 ··············································································291
1. 형성평가 실시 ·································································································293
2. 총괄평가 실시 ·································································································294
3. 형성 및 총괄평가 사례 ·····················································································295

부록 ···················································································································299
뇌교육 프로그램 개발 ··························································································301
뇌교육 프로그램 활용에 대한 설문지 ····································································311
설문지 분석 결과 ·································································································317
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