교수설계 이론과 모형 3판 > 교수이론.교수방법.교육실습

2025년, 생성형 인공지능을 필두로 하는 급격한 기술 혁신과 그에 따른 대규모의 교육 환경 변화가 나타나고 있습니다. 이러한 변화는 교수설계 분야의 이론적, 실제적 지형에도 큰 영향을 끼치고 있습니다. 인공지능을 활용하거나 융합하는 교수설계 모형과 원리의 개발에 관한 연구와 실천 노력은 그중의 하나입니다. 본 개정판은 이러한 변화를 반영하는 것과 함께 교수설계 고유의 기초적인 지식 체계를 강조하는 목적으로 출간되었습니다.

포스트 코로나 시대의 학습 환경 변화, 인공지능(AI) 기술의 보편화, 그리고 학습자 개인화에 대한 사회적 요구 등으로 인하여 그 어느 때보다도 교수설계 분야의 새로운 지식 체계에 대한 기대가 높아져 가고 있습니다. 『교수설계 이론과 모형』 제3판이 이러한 기대에 부응하는 데 있어서 일조하기를 바랍니다. 교수설계를 공부하는 연구자들에게는 튼튼한 학문적 기반을 제공하고, 현장에서 교육적 문제를 해결하려는 실무자들에게는 강력하고 실용적인 도구가 되기를 희망합니다.

목차

제3판을 내며 / 3

제1부 교수설계 이론 및 모형의 개요

제1장 교수설계 이론 및 모형의 배경 ··························17

1. 교수설계 이론 및 모형의 필요성 ···························18

2. 학습이론의 영향과 차이 ·································28

1) 학습이론과 교육에의 시사점 접근 ··························28

2) 학습이론과 교수설계 이론의 차이 ··························39

제2장 교수설계 이론 및 모형의 접근 ··························49

1. 교수설계 이론 및 모형 접근의 분류 ·························50

2. 학습과제 기반 교수설계 이론 및 모형 ·······················59

1) 학습과제 기반 교수설계 이론 및 모형의 의의 ·················59

2) 학습과제 기반 교수설계 이론과 모형의 발전 ·················62

3. 디지털 기술 기반 교수설계 이론 및 모형 ····················70

제2부 학습과제와 교수설계 모형

제3장 정보의 기억을 위한 교수설계 모형 ······················79

1. 정보의 기억의 의의와 학습원리 ···························80

1) 정보의 기억의 의의 ····································80

2) 정보의 기억을 위한 학습 원리 ····························82

2. 정보의 기억을 위한 교수설계 모형과 교안 사례 ···············86

제4장 개념의 적용을 위한 교수설계 모형 ······················99

1. 개념의 적용의 의의와 학습원리 ··························100

1) 개념의 적용의 의의 ···································100

2) 개념의 적용을 위한 학습원리 ····························102

2. 개념의 적용을 위한 교수설계 모형과 교안 사례 ···············105

1) 일상적 방식 ·········································108

2) 심화 방식 ···········································110

3) 교안 사례 ···········································112

제5장 원리의 적용을 위한 교수설계 모형 ······················129

1. 원리의 적용 의의와 학습원리 ·····························130

1) 원리의 적용 의의 ······································130

2) 과정의 원리 적용을 위한 학습원리 ·························132

3) 인과의 원리 적용을 위한 학습원리 ·························133

2. 원리의 적용을 위한 교수설계 모형과 교안 사례 ················136

1) 과정의 원리를 위한 교수설계 모형 ·························136

2) 인과의 원리 적용을 위한 교수설계 모형 ·····················138

제6장 절차의 적용을 위한 교수설계 모형 ······················159

1. 절차의 적용의 의의와 학습 원리 ···························160

1) 절차의 적용의 의의 ····································160

2) 절차의 적용을 위한 학습원리 ·····························162

2. 절차의 적용을 위한 교수설계 모형과 교안 사례 ················166

1) 일상적 방식 ··········································166

2) 심화 방식 ············································168

제7장 관계의 이해를 위한 교수설계 모형 ·······················179

1. 관계의 이해의 의의와 학습원리 ····························180

1) 관계의 이해의 의의 ·····································180

2) 이해를 위한 학습원리 ···································182

2. 관계의 이해를 위한 교수설계 모형과 교안 사례 ················188

제8장 문제해결능력을 위한 교수설계 모형 ······················213

1. 문제해결능력의 의의와 주요 교수설계 모형 ···················214

1) 문제해결능력의 의의 ····································214

2) 문제해결능력을 위한 주요 교수설계 모형 ·····················216

2. 문제해결시나리오(Problem Solving Scenario) 모형의 특성 ······226

1) 모형의 이론적 기초 및 개발 배경 ···························226

2) PSS 모형의 설계 원리 ···································234

3. 문제해결시나리오(PSS) 모형의 적용 사례 ·····················240

제3부 디지털 기술과 교수설계 모형

제9장 프레젠테이션 도구 활용 수업을 위한 교수설계 모형 ···········247

1. 모형 개발의 배경 ·······································248

1) 프레젠테이션을 위한 파워포인트의 교육적 활용 ················248

2) 모형의 정의와 조건 ·····································253

2. 모형의 특성 ···········································254

1) 이론적 구성 요소와 틀 ···································255

2) 상세 설계 전략 ·········································257

3. 모형의 적용 ···········································264

1) 파워포인트 슬라이드 개발 ································264

2) 적용의 결과 ···········································266

제10장 개인교수형 이러닝을 위한 교수설계 모형 ··················271

1. 모형 개발의 배경 ·······································272

1) 개인교수형 이러닝의 요구와 개발 ···························272

2) 모형의 정의와 조건 ······································275

2. 모형의 특성 ············································276

1) 이론적 구성 요소와 틀 ····································276

2) 상세 설계 전략 ··········································278

제11장 상호작용적 이러닝을 위한 교수설계 모형 ···················317

1. 모형 개발의 배경 ·········································318

1) 상호작용적 이러닝 ········································318

2) 모형의 정의와 조건 ·······································320

2. 모형의 특성 ·············································320

1) 이론적 구성 요소 ·········································321

2) 모형의 틀 ··············································337

3) 모형의 상세 설계 전략 ·····································339

제12장 절차적 시뮬레이션을 위한 교수설계 모형 ···················343

1. 모형 개발의 배경 ·········································344

1) 절차적 시뮬레이션 개발을 위한 교수설계 모형의 필요 ·············344

2) 모형의 정의와 조건 ·······································350

2. 모형의 특성 ············································352

1) 설계 모형을 위한 상황과 사례의 선정 ·························353

2) 잠정 설계 원리의 개발 ····································353

3) 종합 설계 원리의 개발 ····································354

4) 형성 연구를 통한 원리의 개선과 모형의 개발 ···················355

5) 최종 모형 및 상세 설계 전략 ·······························357

3. 모형의 적용 ···········································361

1) 프로그램의 개발 ········································361

2) 학습자 반응 ···········································364

제13장 메이커 교육을 위한 교수설계 모형 ·······················367

1. 모형 개발의 배경 ········································368

2. 모형의 개발 과정 ········································370

1) 설계ㆍ개발 연구 방법 ····································370

2) 초기 모형의 도출 ·······································370

3. 모형의 구성과 특징 ······································376

1) 이론적 구성요소와 틀 ····································376

2) 모형의 일반 전략과 상세 지침 ······························377

4. 모형의 적용과 효과 ······································382

1) 모형의 적용 ···········································382

2) 모형의 효과 ···········································389

3) 모형 적용의 유의 사항 ···································390

제14장 언어 교육을 위한 인공지능 활용 교수설계 전략 ·············393

1. 전략 개발의 배경 ·······································394

2. 전략의 개발 과정 ·······································396

1) 설계ㆍ개발연구 ········································396

2) 초기 전략 도출 ·········································396

3) 내적 타당화 ···········································399

4) 외적 타당화 ···········································399

3. 전략의 구성과 특징 ······································400

1) 이론적 구성요소와 틀 ····································400

2) 세부 설계 전략 ·········································401

4. 전략의 적용과 효과 ······································411

1) 전략의 적용 ···········································411

2) 전략의 효과 ···········································414

3) 전략 적용의 유의사항 ····································416

제15장 창의적 문제해결을 위한 인공지능 융합 교수설계 모형 ·········419

1. 모형 개발의 배경 ········································420

1) 모형의 요구 ············································420

2) 모형의 정의와 조건 ······································421

2. 모형의 개발 과정 ········································423

1) 설계개발연구 ···········································423

2) 초기 모형 도출 ··········································423

3) 내적 타당화 ············································426

3. 모형의 구성과 특징 ·······································426

1) 창의적 문제해결을 위한 인공지능 융합 수업

설계 모형의 구성 요소와 틀 ···································426

2) 모형의 상세 설계 전략 ·····································427

4. 모형의 적용과 효과 ·······································432

1) 모형의 적용 ············································432

2) 모형의 효과 ············································434

3) 적용상의 유의점 ·········································438

제4부 교수설계 이론 및 모형의 연구

제16장 교수설계 이론을 위한 연구방법론 ·························445

1. 교수설계 이론을 위한 연구방법론의 필요성 ······················446

2. 형성적 연구방법론의 기원과 구체화 ···························449

1) 기원과 초기 형태 ·········································449

2) 형성적 연구방법론의 구체화 ·································453

3. 형성적 연구방법론의 발전 ···································457

1) 기존 이론을 대상으로 하는 형성적 연구방법론 ····················458

2) 새로운 이론을 위한 형성적 연구방법론 ·························463

3) 형성연구, 설계개발연구, 설계기반연구의 차이 ····················465

4) 설계개발 연구방법론의 발전 ·································468

제17장 교수설계 이론 및 모형의 전망 ····························471

1. 교수설계 범위의 확대: 고차적 사고를 위한 설계 ···················472

1) 문제해결능력 ············································478

2) 창의적 사고 ·············································480

2. 교수설계 수준의 심화: 학습 환경의 설계 ························485

3. 교수설계 초점의 조정: 학습 활동의 설계 ························490

참고문헌 / 498

찾아보기 / 520

저자소개

임철일

林哲一 / Cheolil Lim

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서울대학교 사범대학 학습과학연구소 미래교육혁신센터장

서울대학교 대학연대 지역인재양성 사업단장

김근재

金勤宰 / Keunjae Kim

[학력] 서울교육대학교 영어교육과(학사)

서울대학교 대학원 교육학과(교육공학전공 석사)

미국 인디애나 대학교 대학원 교수체제공학과(교육공학전공 박사)

[현재] 미국 오클라호마 주립대학교(Oklahoma State University) 교육 · 인간과학대학(College of Education and Human Sciences) 교육기초 · 리더십 · 항공학부(School of Educational Foundation, Leadership and Aviation) 조교수

이다연

李夛挻 / Dayeon Lee

[학력] 경북대학교 사범대학 영어교육과(학사)

서울대학교 대학원 교육학과(교육공학전공 석사)

서울대학교 대학원 교육학과(교육공학전공 박사)

[현재] 서울대학교 대학연대 지역인재양성 사업단 객원교수

홍수민

洪秀旼 / Sumin Hong

[학력] 서울여자대학교 중어중문학과(학사)

서울대학교 대학원 교육학과(교육공학전공 석사)

서울대학교 대학원 교육학과(교육공학전공 박사)

[현재] 서울대학교 학습과학연구소 객원연구원

서울대학교 사범대학 학습과학연구소 미래교육혁신센터 연구원

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