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4차 산업혁명 인공지능시대가 도래함에 따라 정치, 경제, 사회, 문화 등 사회 전반에 걸쳐서 많은 변화가 일어나고 있다. 이러한 시대에는 교사가 주도적으로 이끌어 가는 수업으로는 효과를 낼 수가 없다. 학습자 스스로 언제, 어디서, 어떤 방법을 사용하든지 자신의 지식, 기술, 성취감 혹은 개인적 발달을 향상시킬 수 있어야 한다. 이에 본 저자들은 영유아, 아동 및 청소년, 성인, 노인 등 생애주기별로 실시하는 평생교육 시대를 맞이하여 학생활동 참여중심 수업 코칭 전략을 제안하였다. 특히, 본 저서는 영유아, 아동 및 청소년, 성인, 노인 등 생애주기별로 평생교육을 실천할 수 있도록 스스로 학습하기를 원하는 학습자는 누구든지 쉽게 활용할 수 있다.

머리말 / 3

제1부 교수ㆍ학습이론의 발전과 최근 동향
제1장 전통적 혹은 교사 중심 수업 방법 ················································15
1. Pavlov의 고전적 조건형성 이론 ··················································17
2. Skinner의 조작(작동)적 조건형성 이론 ··········································19
3. Thorndike의 시행착오 이론 ······················································21
제2장 인지적 중심 수업 방법 ·····························································25
1. Kohler의 통찰학습 이론 ··························································26
2. Lewin의 장 이론 ··································································28
3. Tolman의 기호-형태 이론 ·······················································28
4. 정보처리 이론 ······································································30
제3장 구성주의 학습이론 ···································································37
1. 인지적 도제 이론 ··································································39
2. 상황적 학습 이론 ··································································41
3. 인지적 유연성 이론 ································································42
4. 인본주의 이론 ······································································45
5. 사회학습 이론 ······································································50
제4장 자기주도 학습 방법 ·································································53
1. 자기주도 학습 ······································································53
2. 학습유형의 종류 ···································································57

제2부 학생활동 참여중심 수업 동기유발 코칭 전략
제1장 학습동기 이론 ········································································67
1. 귀인이론 ············································································68
2. 강화이론 ············································································76
3. 자기효능감이론 ·····································································79
4. 성취목표이론 ·······································································83
5. 자기결정성이론 ·····································································86
6. 자기가치이론 ·······································································90
7. 기대×가치이론 ·····································································91
8. 사회학습이론 ·······································································92
9. ARCS 이론 ········································································93
제2장 학습동기 유발 전략 ································································101
1. 학습동기의 개념 ··································································101
2. 학습동기 유발의 방법 ····························································102
3. 학습동기 유발의 전략 ····························································105

제3부 학생활동 참여중심 수업매체 개발 코칭 전략
제1장 교수매체 유형 ·······································································113
1. 교수매체의 개념 ··································································113
2. 교수매체의 특성 및 기능 ························································114
3. 교수매체의 선정 ··································································115
4. 교수매체의 관련 이론 ····························································118
5. 교수매체의 분류 ··································································121
6. 교수매체의 종류 ··································································124
제2장 교수매체 개발 전략 ································································129
1. 호반(Hoban)의 교육과정 시각화 이론 ··········································129
2. 데일(Dale)의 경험의 원추 이론 ·················································131
3. 올센(Olsen)의 효율적인 학습 이론 ·············································134
4. 브루너(Bruner)의 학습 준비성 관련 이론 ······································136
5. 킨더(Kinder)의 지적 과정 이론 ·················································138
6. 윗츠(Wittich)와 쉴러(Schiller)의 인지발달 과정 ·······························139
제3장 ASSURE 모형 ······································································143
1. 개요 ···············································································143
2. 단계 ···············································································144

제4부 학생활동 참여중심 교육과정 설계 코칭 전략
제1장 교육과정 설계 이론 ································································153
1. 교육과정 설계의 개념 ····························································153
2. 교육과정 설계의 참여자 ··························································155
3. 교육과정 설계의 원리 ····························································156
4. 교육과정 설계의 유형 ····························································157
5. 교육과정 설계의 모형 ····························································159
제2장 교육과정 통합의 이해 ······························································177
1. 교육과정 통합의 단계 ····························································177
2. 교육과정 통합의 방법 ····························································179
3. 교육과정 통합의 장애요인 ·······················································187
제3장 교육과정 재구성의 이해 ···························································191
1. 교육과정 재구성의 필요성 ·······················································191
2. 교육과정 재구성의 원리 ··························································193
3. 교육과정 재구성의 유형 ··························································194
4. 교육과정 재구성 방법 ····························································195
5. 교육과정 압축 ····································································196
제4장 2015 교육과정 편성ㆍ운영 방안 ················································201
1. 교육과정 구성의 방향 ····························································201
2. 학교 급별 교육과정 편성ㆍ운영의 기준 ·········································205
3. 학교 교육과정 편성ㆍ운영 ·······················································227
4. 학교 교육과정 지원 ······························································232

제5부 학생활동 참여중심 수업 방법 코칭 전략
제1장 거꾸로 수업 ·········································································243
1. 거꾸로 수업의 개념 ······························································243
2. 거꾸로 수업의 역사 ······························································245
3. 거꾸로 수업의 구성 요소 ························································248
4. 거꾸로 수업의 단계 ······························································249
제2장 협력학습 ··············································································259
1. 협동학습의 개념 ··································································259
2. 협력학습의 개념 ··································································264
3. 협동학습과 협력학습의 비교 ·····················································264
4. 협력학습 교육과정 설계 ··························································268
제3장 융합교육 수업 ·······································································273
1. 융합교육의 개념 ··································································273
2. 융합교육의 배경 ··································································275
3. 융합교육을 위한 교육과정 재구성 ···············································278
4. 융합교육의 교수ㆍ학습 방법 ·····················································280
5. 융합교육의 수업 사례 ····························································283
6. 융합교육의 특징 ··································································286
7. 융합교육의 설계 방법 ····························································287
8. 융합교육의 설계 모형 ····························································291
제4장 토의ㆍ토론학습 ······································································301
1. 토의ㆍ토론학습의 개념 ···························································301
2. 토의ㆍ토론학습의 특징 ···························································304
3. 토의ㆍ토론학습의 원리 ···························································306
4. 토의ㆍ토론학습의 과정 ···························································307
5. 토의ㆍ토론학습을 위한 기초 기능 ···············································309
6. 토의ㆍ토론학습의 평가 방법 ·····················································311
7. 토의ㆍ토론학습에서의 교사 역할 ················································313
제5장 하브루타 수업 ·······································································321
1. 하브루타의 개념 ··································································321
2. 하브루타의 역사 ··································································324
3. 하브루타의 특징 ··································································326
4. 하브루타의 원리 ··································································329
5. 하브루타 수업 모형 ······························································331
제6장 스마트교육 ···········································································341
1. 스마트교육의 개념 ································································341
2. 스마트교육과 유사한 용어 ·······················································344
3. 스마트교육의 특징 ································································349
4. 스마트교육의 방향 ································································352
5. 스마트교육의 운영 모형 ··························································357
제7장 뇌기반 수업 ·········································································373
1. 두뇌기반학습의 역사적 배경 ·····················································373
2. 뇌기반 수업의 개념 ······························································379
3. 수업과 관련된 뇌 기제 ···························································385
4. 뇌기반 수업의 특성 ······························································386
5. 뇌기반 수업의 구성요소 ··························································387
6. 뇌기반 수업 모형 ·································································389

제6부 학생활동 참여중심 수업 평가 코칭 전략
제1장 교수학습평가 이론 ··································································401
1. 평가 기준에 따른 분류 ···························································401
2. 평가 기능에 따른 분류 ···························································403
3. 평가 대상 및 내용에 따른 분류 ·················································404
4. 평가 영역에 따른 분류 ···························································405
5. 평가 방법에 따른 분류 ···························································406
6. 채점자의 주관성 게재 여부에 따른 분류 ·······································407
7. 평가의 참조 대상에 따른 분류 ··················································407
8. 교육평가의 기타 유형 ····························································408
9. 교육평가의 구비 조건 ····························································410
제2장 교수학습평가 문항 개발 전략 ····················································425
1. 교육목표 설정 및 분석 ···························································425
2. 평가 장면의 선정 ·································································427
3. 평가 도구의 제작 및 선정 ·······················································428
4. 평가 실시 및 분석 ·······························································429
5. 평가 결과의 해석 및 활용 ·······················································430
제3장 서술형 평가 ·········································································433
1. 서술평 평가 문항 개발 단계 ·····················································433
2. 서술평 평가 문항 개발 원리 ·····················································437
3. 서술평 평가 문항 개발시 유의점 ················································438
제4장 수행평가 ··············································································443
1. 수행평가의 필요성 ································································443
2. 수행평가의 개념 ··································································447
3. 수행평가의 특징 ··································································449
4. 수행평가의 방법 ··································································452
5. 수행평가의 시행 방법 및 절차 ··················································457

참고문헌 ··············································································462