미래사회를 위한 교육의 방법과 테크놀로지 > 교육방법.교육공학.컴퓨터교육

본 교재는 테크놀로지의 발전으로 인해 급격한 변화를 겪고 있는 사회와 교육환경 안에서 인간교육의 이념과 가치를 지키며 가장 유연하면서도 효과적인 방법으로 변화하는 사회를 바람직한 방향으로 이끌어갈 인재양성을 위해 최선을 다하는 교육공학(educational technology) 전문가들의 작은 노력의 산물이라 할 수 있다.

교육공학은 근대교육의 아버지라 불리는 코메니우스가 ‘대교수학’과 ‘세계도회’를 발간하면서 당대 교육의 개혁을 일구어 낸 것이 학문의 시작이 되었다. 이에 본 교재는 코메니우스의 교육관과 교육개혁의 정신을 바탕으로 변화하고 있는 21세기 초지능, 초연결의 4차 산업혁명 시대를 맞이하여 변화하는 사회, 학교환경과 첨단테크놀로지를 학교를 비롯한 교육기관의 수업과 통합하여 인간의 역량을 최대화하는 데 도움이 되는 이론과 방법론을 정리하고자 하였다.

제1부에서는 교육방법(instructional methods) 및 교육공학(educational technology)의 기초가 되는 교육의 방법과 테크놀로지의 기본개념, 교육방법의 분류와 선정, 그 기초가 되는 학습이론, 그리고 교수설계의 과정을 소개한다. 제2부에서는 체제적 교수설계를 위하여 요구분석과 교수자 중심 및 학습자 중심의 수업설계를 논의한다. 제3부에서는 체제적 교수설계의 개발, 실행, 평가를 위하여 앞서 진행된 설계의 청사진에 기반을 두고 수업지도안을 개발하고 이를 수업에 적용, 실행, 평가할 때에 교사와 교육전문가에게 도움이 될 이론과 정보를 포함하고 있다. 마지막으로 제4부에서는 미래교육을 조망하면서 향후 교사와 교육전문가들이 활용할 교육의 방법과 인공지능을 포함하는 첨단테크놀로지 활용에 관련되는 중요한 이슈를 정리해보았다.

목차

∙ 머리말 / 2

제 1 부 교육방법 및 교육공학의 이해 / 9

제1장 교육의 방법과 테크놀로지의 기본개념 ········································· 11

1. 교육과 테크놀로지 ··················································································13

2. 교육의 방법, 매체 및 테크놀로지 ························································25

제2장 교육방법의 분류와 선정 ································································ 33

1. 교수방법의 다양한 분류 ········································································35

2. 커뮤니케이션 형태에 따른 교수방법의 유형 ·······································36

3. 교수방법의 선정 ·····················································································65

제3장 학습이론··························································································· 75

1. 학습과 학습이론 ·····················································································77

2. 행동주의 관점 ·························································································81

3. 인지주의 관점 ·························································································84

4. 구성주의 관점 ·························································································91

제4장 교수설계의 과정 ············································································ 101

1. 교수설계의 개념 ···················································································103

2. 교수설계의 역사 ···················································································106

3. 교수설계ㆍ교수체제개발 모형 ·····························································109

4. ADDIE 모형의 세부 단계 ····································································117

제 2 부 교수의 분석과 설계 / 133

제5장 요구분석 ························································································· 135

1. 요구분석의 의미와 과정 ······································································138

2. 학습자 분석 ··························································································149

3. 환경 분석 ······························································································152

4. 과제분석(내용분석, 교수분석) ······························································156

5. 분석 결과의 활용 ·················································································163

제6장 교수설계의 기초 이론 ·································································· 167

1. 포괄적 교수설계 이론 ··········································································169

2. 동기설계 이론 ·······················································································176

3. 교수의 으뜸 원리 ·················································································182

제7장 학습자중심의 수업설계 ································································· 187

1. 학습자 중심 수업의 인식론적 논의 ····················································189

2. 구성주의적 학습환경 설계 ···································································190

3. 문제중심학습 ·························································································194

제 3 부 교수의 개발, 실행 및 평가 / 213

제8장 수업지도안 작성 ············································································ 215

1. 거시적/미시적 교수설계 ·······································································217

2. 수업지도안의 구성 ················································································218

3. 수업지도안 작성의 실제 ······································································224

4. 수업지도안 검토 ···················································································230

제9장 교수매체 ························································································ 235

1. 교수매체의 개념 및 기능 ····································································237

2. 교수매체의 유형과 특성 ······································································242

3. 교수매체의 선정과 활용 ······································································254

4. 교수자료 제작 ·······················································································261

제10장 수업의 실행 ···················································································· 271

1. 효과적인 프레젠테이션 ········································································273

2. 수업운영과 마이크로 티칭 ···································································277

3. 온라인 수업 ··························································································286

4. 플립러닝 ································································································291

제11장 학습자와 수업자료의 평가 ·························································· 297

1. 평가의 개념과 유형 ··············································································299

2. 전통적 결과중심 평가와 대안적 과정중심 평가 ································308

3. 교수-학습의 평가 ·················································································309

제 4 부 미래교육의 방법과 테크놀로지 / 337

제12장 미래사회와 교육의 변화 ······························································ 339

1. 사회의 변화 ··························································································341

2. 교육의 변화 ··························································································343

3. 테크놀로지의 변화 ················································································355

4. 교육의 미래 ··························································································359

제13장 인공지능 활용 교육 ····································································· 363

1. 인공지능 ································································································365

2. 인공지능과 교육 ···················································································369

3. 인공지능 이해 교육 ··············································································371

4. 인공지능 활용 교육 ··············································································376

5. 인공지능 가치 교육 ··············································································379

6. 인공지능과 교사의 역할 ······································································383

∙ 참고문헌 / 386

∙ 찾아보기 / 403

저자소개

정재삼

∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: HRD/프로그램평가, 적응적 학습과 애자일 퍼포먼스 ∙ 현재 이화여자대학교 교육공학과 교수

이정민

∙ 미국 플로리다주립대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 창의적 문제해결학습설계 ∙ 현재 이화여자대학교 교육공학과 교수

조일현

∙ 미국 플로리다주립대학교 Ph.D. ∙ 세부영역: 기업교육/HRD, 학습분석학 ∙ 현재 이화여자대학교 교육공학과 교수

임규연

∙ 미국 펜실베이니아주립대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 협력학습환경설계 ∙ 현재 이화여자대학교 교육공학과 교수

소효정

∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 학습과학 ∙ 현재 이화여자대학교 교육공학과 교수

허 열

∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: 학습테크놀로지, 교수설계 ∙ 현재 이화여자대학교 교육공학과 교수

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