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