추가 적립 안내

그 동안 본 교재를 활용하여 학습한 학생들이나 강의를 한 교수자들의 조언과 충고를 고려하면서, 제5판의 집필과정에서 심혈을 기울인 점들은 다음과 같다.
첫째, 제5판에서는 빠르게 발전하고 있는 지능적 학습환경을 활용한 “교육방법의 교육공학적 접근”에 관하여 새로운 이론과 실천을 체계적으로 학습할 수 있도록 하는 데 역점을 두었다. 또한 학습내용 구성 면에서도 교수자나 학생들에게 ‘교육방법/교육공학’에 관한 다양한 이론과 지식을 단순하게 소개하는 문헌적 성격을 벗어나, ‘교육방법/교육공학’에 관한 필수 학습내용 및 필수 학습역량을 숙달시키는 데 초점을 두었다. 둘째, 교육방법 및 교육공학에 관한 가장 최근의 이론, 모형, 관점, 전략 그리고 최신의 디지털 매체와 활용 기술을 좀 더 간결하게 압축하여 재구조화하고 정교화해서 관련 내용을 학습하도록 하는 데 중점을 두었다. 특히 각 장의 주제를 중심으로 관련 이론이나 내용을 소개할 때, 관련 이론이나 내용을 도식화해 주거나 관련 사례 및 적용 방안을 예시해 줌으로써 교수자나 학생들이 쉽게 이해할 수 있도록 하였다. 셋째, 교육방법을 교육공학의 관점에서, 교육공학을 교육방법의 관점에서 이론적 고찰과 실제적 활용측면을 살펴봄으로써, 교수자나 학생들에게 미래지향적 새로운 교수-학습 패러다임을 선도할 수 있는 안목과 역량을 길러주는 데 초점을 두었다.

▶ 이 책은 교육방법의 교육공학적 이해에 대해 다룬 이론서입니다. 교육방법의 교육공학적 이해에 대한 기초적이고 전반적인 내용을 학습할 수 있도록 구성했습니다.

그 동안 본 교재를 활용하여 학습한 학생들이나 강의를 한 교수자들의 조언과 충고를 고려하면서, 제5판의 집필과정에서 심혈을 기울인 점들은 다음과 같다.
첫째, 제5판에서는 빠르게 발전하고 있는 지능적 학습환경을 활용한 “교육방법의 교육공학적 접근”에 관하여 새로운 이론과 실천을 체계적으로 학습할 수 있도록 하는 데 역점을 두었다. 또한 학습내용 구성 면에서도 교수자나 학생들에게 ‘교육방법·교육공학’에 관한 다양한 이론과 지식을 단순하게 소개하는 문헌적 성격을 벗어나, ‘교육방법·교육공학’에 관한 필수 학습내용 및 필수 학습역량을 숙달시키는 데 초점을 두었다. 둘째, 교육방법 및 교육공학에 관한 가장 최근의 이론, 모형, 관점, 전략 그리고 최신의 디지털 매체와 활용 기술을 좀 더 간결하게 압축하여 재구조화하고 정교화해서 관련 내용을 학습하도록 하는 데 중점을 두었다. 특히 각 장의 주제를 중심으로 관련 이론이나 내용을 소개할 때, 관련 이론이나 내용을 도식화해 주거나 관련 사례 및 적용 방안을 예시해 줌으로써 교수자나 학생들이 쉽게 이해할 수 있도록 하였다. 셋째, 교육방법을 교육공학의 관점에서, 교육공학을 교육방법의 관점에서 이론적 고찰과 실제적 활용측면을 살펴봄으로써, 교수자나 학생들에게 미래지향적 새로운 교수－학습 패러다임을 선도할 수 있는 안목과 역량을 길러주는 데 초점을 두었다.

제5판을 내면서

1장 교육공학의 학문적 성격
제1절 교육공학의 정의
1. 시청각교육으로 출발
2. 공학의 의미와 교육공학
제2절 교육공학의 발달
1. 시각교육과 시청각교육
2. 시청각 통신
3. 교수공학
4. 교육공학
5. 한국의 교육공학
제3절 교육공학의 영역
1. 설계 영역
2. 개발 영역
3. 활용 영역
4. 관리 영역
5. 평가 영역

2장 교육공학의 심리학적 기초
제1절 행동주의 이론과 교수설계
1. 파블로프(Pavlov)의 고전적 조건화 이론
2. 스키너(Skinner)의 조작적 조건화
3. 교수설계에의 시사점
제2절 인지주의 이론과 교수설계
1. 행동주의 대 인지주의
2. 형태주의 심리학
3. 정보처리이론
4. 교수설계에의 시사점
제3절 구성주의 이론과 교수설계
1. 객관주의 대 구성주의
2. 인지적 구성주의 대 사회적 구성주의
3. 교수설계에의 시사점

3장 교수체제개발
제1절 교수체제개발의 개념 및 특징
1. 교수체제개발의 개념
2. 교수체제개발의 특징 및 영역
제2절 교수체제개발 모형
1. 체제적 교수개발 모형의 특징
2. ADDIE 모형
3. 브릭스와 웨거(Briggs & Wager)의 교수체제설계모형
4. 딕과 케리(Dick & Carey)의 교수체제설계모형
제3절 교수목표 설정
1. 교수목표 설정을 위한 요구분석
2. 교수목표 설정의 원리
제4절 학습과제 분석
1. 과제 분석의 개념
2. 학습 목표의 분류
3. 과제 분석의 주요 기법

4장 교수설계이론 I
제1절 가네(Gagne´)의 9가지 수업사태
1. 이론적 배경
2. 학습의 과정
3. 수업사태
제2절 롸이겔루스(Reigeluth)의 교수설계전략
1. 이론의 개발 배경과 주요 요소
2. 미시적 조직전략: 개념 학습의 경우
3. 이론의 적용 사례
4. 거시적 조직전략: 정교화 이론
제3절 켈러(Keller)의 학습동기 설계이론
1. 이론적 배경
2. ARCS 모형

5장 교수설계이론 II
제1절 구성주의적 교수 - 학습 방법의 특징
1. 문제중심의 교수 - 학습 환경 설계
2. 학습자 중심의 교수 - 학습 환경 설계
제2절 문제중심학습(PBL)
1. 문제중심학습의 개념
2. 문제중심학습의 특징
3. 문제중심학습의 절차
제3절 상황학습이론
1. 상황학습이론의 개념
2. 맥락정착적 교수
3. 인지적 도제학습
4. 실천공동체

6장 교수매체의 선정과 활용
제1절 교수매체의 특성 및 종류
1. 교수매체의 정의
2. 교수매체의 역할
3. 교수매체의 종류
4. 교수매체 활용의 필요성
제2절 ASSURE 모형
제3절 교수매체 자료 제작의 원리와 기법
1. 텍스트 설계 원리
2. 시각자료 설계 원리
3. 동영상 자료 설계 원리
4. 프레젠테이션 자료 설계 원리

7장 교수실행
제1절 교수 - 학습 과정과 의사소통
1. 교수실행과 의사소통기술
2. 교수 - 학습의 의사소통 모형
제2절 질문하기와 청취하기
1. 질문의 유형
2. 질문의 원리
3. 청취하기
제3절 설명하기
1. 긴장의 통제
2. 설명의 실시
제4절 마이크로티칭과 교수 시연
1. 마이크로티칭의 특징
2. 마이크로티칭의 실시 및 평가 기준

8장 교수 프로그램의 평가
제1절 교수 프로그램 평가의 의미 및 유형
1. 교수 프로그램 평가의 의미
2. 교수 프로그램 평가의 유형
제2절 교수 프로그램의 평가모형
1. 타일러(Tyler)의 목표성취모형
2. 글레이저(Glaser)의 수업평가모형
3. 커크패트릭(Kirkpatrick)의 4수준 평가모형
제3절 교수 프로그램의 평가와 목표 분류
1. 블룸(Bloom)의 교육목표 분류
2. 리서와 딕(Reiser & Dick)의 목표 분류 및 평가
제4절 평가도구의 제작
1. 객관식 평가 도구
2. 주관식 평가 도구
3. 수행평가 도구

9장 이러닝과 교육공학
제1절 이러닝의 이론적 기초
1. 이러닝의 등장 배경과 정의
2. 이러닝의 유형
제2절 이러닝의 발전
1. 이러닝 2.0과 이러닝 3.0
2. m - 러닝과 스마트 러닝
제3절 이러닝의 활용
1. 디지털 교과서
2. 거꾸로 학습(Flipped Learning)
3. 대형 온라인 공개 강좌(MOOC)

10 장 교육공학의 최근동향과 교수 - 학습방법의 새 지평
제1절 교육공학의 최근동향과 교수 - 학습방법의 개선
1. 교실수업의 실태와 개선방향
2. 교수 - 학습에서 교육공학의 활용
3. 교육공학의 최근동향에 따른 교수 - 학습 방법의 새로운 변화
제2절 디지털 학습공간과 교수 - 학습방법의 새 지평
1. 디지털 학습공간의 특성
2. 초연결사회와 신지식역량
3. ‘가르침’보다 ‘배움’ 중심의 융합적 학습
4. 개별학습보다는 ‘네트워크 협력학습’의 확산

찾아보기

제5판을 내면서

1장 교육공학의 학문적 성격·········································································· 13
제1절 교육공학의 정의·················································································· 16
1. 시청각교육으로 출발················································································· 16
2. 공학의 의미와 교육공학············································································ 18
제2절 교육공학의 발달·················································································· 25
1. 시각교육과 시청각교육·············································································· 26
2. 시청각 통신····························································································· 29
3. 교수공학································································································· 32
4. 교육공학································································································· 35
5. 한국의 교육공학······················································································· 36
제3절 교육공학의 영역·················································································· 38
1. 설계 영역································································································ 39
2. 개발 영역································································································ 41
3. 활용 영역································································································ 43
4. 관리 영역································································································ 44
5. 평가 영역································································································ 45

2장 교육공학의 심리학적 기초······································································· 51
제1절 행동주의 이론과 교수설계···································································· 53
1. 파블로프(Pavlov)의 고전적 조건화 이론··········································· 53
2. 스키너(Skinner)의 조작적 조건
화··························································· 56
3. 교수설계에의 시사점················································································· 62
제2절 인지주의 이론과 교수설계···································································· 64
1. 행동주의 대 인지주의··············································································· 64
2. 형태주의 심리학······················································································· 65
3. 정보처리이론··························································································· 66
4. 교수설계에의 시사점················································································· 74
제3절 구성주의 이론과 교수설계···································································· 76
1. 객관주의 대 구성주의··············································································· 77
2. 인지적 구성주의 대 사회적 구성주의·················································· 80
3. 교수설계에의 시사점················································································· 85

3장 교수체제개발························································································· 93
제1절 교수체제개발의 개념 및 특징······························································· 96
1. 교수체제개발의 개념················································································· 96
2. 교수체제개발의 특징 및 영역···································································· 98
제2절 교수체제개발 모형············································································· 102
1. 체제적 교수개발 모형의 특징································································· 102
2. ADDIE 모형·························································································· 104
3. 브릭스와 웨거(Briggs & Wager)의 교수체제설계모형·········· 106
4. 딕과 케리(Dick & Carey)의 교수체제설계모형·························· 107
제3절 교수목표 설정··················································································· 110
1. 교수목표 설정을 위한 요구분석··················
·········································· 110
2. 교수목표 설정의 원리············································································· 115
제4절 학습과제 분석··················································································· 124
1. 과제 분석의 개념··················································································· 124
2. 학습 목표의 분류··················································································· 125
3. 과제 분석의 주요 기법············································································ 127

4장 교수설계이론 I ··················································································· 135
제1절 가네(Gagne´)의 9가지 수업사태·························································· 138
1. 이론적 배경··························································································· 138
2. 학습의 과정··························································································· 138
3. 수업사태······························································································· 142
제2절 롸이겔루스(Reigeluth)의 교수설계전략················································ 147
1. 이론의 개발 배경과 주요 요소······························································ 147
2. 미시적 조직전략: 개념 학습의 경우··················································· 149
3. 이론의 적용 사례··················································································· 155
4. 거시적 조직전략: 정교화 이론······························································· 159
제3절 켈러(Keller)의 학습동기 설계이론······················································· 160
1. 이론적 배경··························································································· 160
2. ARCS 모형···························································································· 163

5장 교수설계이론 II ·················································································· 181
제1절 구성주의적 교수-학습 방법의 특징·································
···················· 183
1. 문제중심의 교수-학습 환경 설계·························································· 184
2. 학습자 중심의 교수-학습 환경 설계··················································· 185
제2절 문제중심학습(PBL) ·········································································· 186
1. 문제중심학습의 개념··············································································· 186
2. 문제중심학습의 특징··············································································· 188
3. 문제중심학습의 절차··············································································· 191
제3절 상황학습이론···················································································· 196
1. 상황학습이론의 개념··············································································· 196
2. 맥락정착적 교수····················································································· 198
3. 인지적 도제학습····················································································· 200
4. 실천공동체···························································································· 203

6장 교수매체의 선정과 활용········································································ 209
제1절 교수매체의 특성 및 종류···································································· 212
1. 교수매체의 정의····················································································· 212
2. 교수매체의 역할····················································································· 214
3. 교수매체의 종류····················································································· 215
4. 교수매체 활용의 필요성········································································· 219
제2절 ASSURE 모형·················································································· 222
제3절 교수매체 자료 제작의 원리와 기법····················································· 227
1. 텍스트 설계 원리···················································································
227
2. 시각자료 설계 원리················································································ 234
3. 동영상 자료 설계 원리············································································ 238
4. 프레젠테이션 자료 설계 원리································································· 240

7장 교수실행····························································································· 247
제1절 교수-학습 과정과 의사소통······························································· 249
1. 교수실행과 의사소통기술········································································· 249
2. 교수-학습의 의사소통 모형···································································· 250
제2절 질문하기와 청취하기·········································································· 254
1. 질문의 유형··························································································· 255
2. 질문의 원리··························································································· 258
3. 청취하기······························································································· 262
제3절 설명하기·························································································· 264
1. 긴장의 통제··························································································· 264
2. 설명의 실시··························································································· 265
제4절 마이크로티칭과 교수 시연·································································· 270
1. 마이크로티칭의 특징··············································································· 271
2. 마이크로티칭의 실시 및 평가 기준···················································· 273

8장 교수 프로그램의 평가··········································································· 281
제1절 교수 프로그램 평가의 의미 및 유형···················································· 284
1. 교수 프로그램 평가의 의미······································································ 284
2. 교수 프로그램 평
가의 유형······································································ 285
제2절 교수 프로그램의 평가모형·································································· 293
1. 타일러(Tyler)의 목표성취모형································································ 294
2. 글레이저(Glaser)의 수업평가모형························································· 295
3. 커크패트릭(Kirkpatrick)의 4수준 평가모형··································· 297
제3절 교수 프로그램의 평가와 목표 분류······················································ 299
1. 블룸(Bloom)의 교육목표 분류······························································· 300
2. 리서와 딕(Reiser & Dick)의 목표 분류 및 평가······················ 301
제4절 평가도구의 제작················································································ 304
1. 객관식 평가 도구··················································································· 304
2. 주관식 평가 도구··················································································· 308
3. 수행평가 도구························································································ 311

9장 이러닝과 교육공학················································································ 321
제1절 이러닝의 이론적 기초······································································· 323
1. 이러닝의 등장 배경과 정의······································································ 323
2. 이러닝의 유형······················································································· 325
제2절 이러닝의 발전··················································································· 330
1. 이러닝 2.0과 이러닝 3.0 ······································································· 330
2. m-러닝과 스마트 러닝············································································ 335
제3절 이러닝의 활용··················································································· 338
1. 디지털 교과서························································································ 339
2. 거꾸로
학습(Flipped Learning) ····························································· 342
3. 대형 온라인 공개 강좌(MOOC) ···························································· 346

10 장 교육공학의 최근동향과 교수-학습방법의 새 지평··················· 355
제1절 교육공학의 최근동향과 교수-학습방법의 개선······························· 357
1. 교실수업의 실태와 개선방향···································································· 357
2. 교수-학습에서 교육공학의 활용····························································· 359
3. 교육공학의 최근동향에 따른 교수－학습 방법의 새로운 변화··········· 362
제2절 디지털 학습공간과 교수-학습방법의 새 지평································· 366
1. 디지털 학습공간의 특성·········································································· 367
2. 초연결사회와 신지식역량········································································ 370
3. ‘가르침’보다 ‘배움’ 중심의 융합적 학습············································ 371
4. 개별학습보다는 ‘네트워크 협력학습’의 확산································· 373

찾아보기··································································································· 379