[3판] 교육방법 및 교육공학 > 교육학

본 교재는 코메니우스의 교육관과 교육개혁의 정신을 바탕으로 변화하고 있는 21세기 4차 산업혁명 시대를 맞이하여 변화하는 사회, 학교환경과 첨단기술을 학교의 수업과 통합하여 변화하지 않은 인간의 역량을 계발하는 데 도움이 되는 이론과 방법론을 정리하고자 하였다.
제1부에서는 교육방법 및 교육공학의 기초가 되는 학문의 정의와 개념, 기초이론과 학습이론을 소개하고, 제2부에서는 효과적 교수설계를 위한 분석단계부터 설계단계까지를 전통적인 접근과 새로운 접근으로 정리하여 고전적인 설계부터 최신의 설계 전략을 제시하고 있다. 제3부에서는 개발과 실행으로 앞서 진행된 설계의 청사진에 기반을 두고 수업지도안을 개발하고 이를 수업에 적용, 실행, 평가할 때에 교사에게 도움이 될 이론과 정보를 포함하고 있으며, 마지막으로 제4부에서는 미래교육을 조망하면서 향후 교사들이 집중하여 연구하여야 할 분야를 정리해보았다.

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머리말 / 3

제1부 교육방법 및 교육공학 기초
제1장 교육공학과 교육방법 ·························································11
1. 교육공학 ·····································································12
2. 교육방법 ·····································································22
제2장 기저이론 ·······································································45
1. 체제이론 ·····································································46
2. 커뮤니케이션 이론 ···························································52
제3장 학습이론 ·······································································62
1. 행동주의 ·····································································65
2. 인지주의 ·····································································68
3. 구성주의 ·····································································76
4. 행동주의, 인지주의, 구성주의 비교 ···········································83

제2부 교수설계 및 교수전략
제4장 교수설계모형 ··································································89
1. 교수설계의 개념 ·····························································90
2. 교수설계의 역사 ·····························································91
3. 교수설계ㆍ교수체제개발 모형 ················································93
4. 교수설계ㆍ교수체제개발의 과정 ·············································102
제5장 분석 ··········································································118
1. 교수설계와 분석 ····························································119
2. 분석의 전략적 의의 ·························································121
3. 분석 모형 ··································································125
4. 교육공학에의 시사점 ························································149
제6장 전통적 교수설계 ····························································154
1. Gagneˊ-Briggs의 포괄적 교수설계 이론 ·····································155
2. Keller의 동기설계 이론 ·····················································163
제7장 문제기반 교수설계 ··························································170
1. 문제기반 교수전략의 필요성 ················································171
2. 문제기반학습 모형 ··························································173
3. 4C/ID 모형 ·································································192
4. 문제기반학습과 4C/ID의 융복합 ·············································206

제3부 개발과 실행
제8장 수업지도안 작성 ····························································211
1. 수업지도안의 구성 ··························································212
2. 수업지도안 작성의 실제 ····················································218
3. 수업지도안 검토 ····························································224
제9장 교수매체 ·····································································230
1. 교수매체의 개념 ····························································231
2. 교수매체의 유형 ····························································235
3. 교수매체의 선정 ····························································241
4. 교수매체의 활용 ····························································248
제10장 수업실행 ····································································261
1. 교수 메시지 설계 ···························································262
2. 효과적인 프레젠테이션 ·····················································270
3. 효과적 수업운영 ····························································275
제11장 평가 ··········································································283
1. 평가의 개념, 유형 및 모형 ·················································284
2. 교수-학습의 평가 ··························································294

제4부 미래교육
제12장 교육방법 및 교육공학의 미래 ·············································323
1. 사회의 변화 ································································324
2. 교육의 변화 ································································326
3. 공학의 변화 ································································339
4. 교육정보화와 교육의 미래 ··················································343

참고문헌 ······································································350
찾아보기 ······································································370

저자소개

강명희 ∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 스마트러닝 ∙ 현재 이화여자대학교 교육공학과 교수
정재삼 ∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: 기업교육/HRD, 프로그램평가 ∙ 현재 이화여자대학교 교육공학과 교수
조일현 ∙ 미국 플로리다주립대학교 Ph.D. ∙ 세부영역: 기업교육/HRD, 학습분석학 ∙ 현재 이화여자대학교 교육공학과 교수
이정민 ∙ 미국 플로리다주립대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 창의적 문제해결학습설계 ∙ 현재 이화여자대학교 교육공학과 부교수
임규연 ∙ 미국 펜실베이니아주립대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 협력학습환경설계 ∙ 현재 이화여자대학교 교육공학과 부교수
소효정 ∙ 미국 인디애나대학교 Ph.D. ∙ 세부영역: 테크놀로지기반학습, 학습과학 ∙ 현재 이화여자대학교 교육공학과 부교수

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