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사범계열

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• 제휴몰 주문 시 고객보상, 일부 이벤트 참여 및 증정품 증정, 하루/당일 배송에서 제외되므로 참고 바랍니다.

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• 도서  > 전공도서/대학교재  > 사범계열

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• 이 책은 ‘교육방법의 교육공학적 이해(제5판)’의 내용을 시대적 학문 조류에 맞추어 전면적으로 개정하여, 제6판으로 발행하면서 책의 명칭도 새롭게 ‘교육공학과 수업’으로 변경하였다. 이 책의 몇 가지의 변화된 특징을 소개하면 다음과 같다. 첫째, ‘교육 매체의 활용’과 ‘수업 설계’라는 두 축을 중심으로 교육공학의 학문적 특성을 안내하면서, ‘수업체제설계(Instructional Systems Design)’의 기본 개념 및 주요 단계를 상세히 소개하려고 하였다. 수업체제설계의 정의와 특징 그리고 주요 모형을 설명한 다음, 수업 요구분석, 수업목표 설정, 학습과제 분석의 단계를 다루었다. 둘째, 수업체제설계의 근간을 이루는 수업설계를 교수자 중심 수업과 학습자 중심 수업으로 구분하여 제시하였고, 특히 학습자 중심 수업설계는 문제 중심 학습, 토의·토론 학습, 프로젝트 기반 학습과 같은 다양한 학습자 중심 수업 방법으로 연결되도록 하였다. 이 점은 특별히 학습자 주도의 참여식 수업에 대한 학교 현장의 요구를 반영하고 있다. 셋째, 수업설계를 바탕으로 수업자료 개발을 위한 모형과 원리를 제시하였다. 수업 매체의 선정, 활용, 설계 원리를 다룬 후, 테크놀로지 활용 수업을 위한 기초 이론과 실제를 소개하였다. 이론적 측면에서는 디지털 리터러시와 테크놀로지 활용 수업 역량을 새롭게 강조하고 있다. 실제적 측면에서는 모바일 러닝, 게임화, 인공지능 활용 수업, 플립러닝, 온라인 학습 등 최신의 교육적 시도들을 포함하려고 하였다. 넷째, 수업자료 개발의 연장선에서 수업 과정안의 설계를 별도의 장으로 만들어서 실제성을 강화하려고 하였다. 수업 과정안 설계의 중요성을 강조하면서 교수자 중심의 수업 과정안 설계와 학습자 중심의 수업 과정안 설계를 구분하여 제시하고, 각각에 이론 및 실제 사례들을 포함하였다. 이 부분은 특별히 이 책이 학교 현장에 적용 가능한 지식과 실제를 반영하려고 노력한 결과 중의 하나이다. 한편 수업 과정안을 가지고 실제 수업을 실행하는 과정을 의사소통의 관점에서 제시하였다. 수업과 의사소통 기술의 기본 이론을 바탕으로 교수자 중심의 수업 실행과 학습자 중심의 수업 실행, 그리고 마이크로티칭 및 성찰과 수업 컨설팅을 소개하고 있다. 마지막으로, 교육공학적 수업의 새 지평 차원에서 4차 산업혁명과 지능정보 사회의 도래에 따른 미래교육의 방향을 제시하고 있다. 4차 산업혁명으로 나타난 사회 환경과 교육 환경의 변화 그리고 이로 인해 새롭게 요구되는 미래 인재의 핵심 역량을 분석하면서, 혁신적인 수업 방법을 교육공학이 어떻게 이끌어낼 수 있는지를 밝히고 있다.
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• 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(Gagne?)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 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·······································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
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• 박성익 [저]

• 서울대학교 사범대학 교육학과(문학사)/서울대학교 대학원 교육학과(문학석사). 미국 University Minnesota 대학원 교육과정 및 교수이론 전공(Ph. D.). 서울대학교 교육연구소 소장/ 서울대학교 교육행정연수원 원장/ 한국교육공학회 회장/ 한국 열린교육학회 회장/ 한국 영재학회 부회장. 현재 서울대학교 사범대학 교육학과 교수.

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빠른 배송 마음에 듭니다. 책 내용도 좋아요. 적극 추천합니다.	sinib***	2021/07/05	평점	추천 0

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수업 교재라 구매했어요	hyl1***	2021/09/11	평점	추천 0

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