[3판] 정보교육을 위한 교재의 이해와 활용 > 교육학

문·이과 통폐합을 지향하는 2015 개정 교육과정에서 정보 교과는 2018년 중학교부터 34시간 필수로 편성되었다. 즉 기존 선택과목이던 정보과목을 과학/기술·가정/정보 교과군으로 조정하고 필수 과목으로 지정하여 재미있고 흥미로운 교육과정을 개발함으로써 창의성과 협력적 문제해결력 함양에 일조하고자 한다. 이에 따라 학습자들은 지능정보사회의 구성원으로서의 기초 소양과 지식정보처리 역량을 갖출 수 있는 최소한의 기반이 마련되었다.
교과의 변화를 반영하여 컴퓨터 기반의 다양한 교재들이 어떻게 기획, 분석, 선택, 설계, 개발, 활용, 평가될 수 있는지를 총체적으로 파악할 수 있도록 돕고자 집필되었던 2005년의 ‘컴퓨터교육을 위한 교재의 이해와 활용’, 2008년의 ‘정보교육을 위한 교재의 이해와 활용’을 개정한 것으로, 총 4부, 20개의 장으로 구성되어 있다.
제1부는 교재연구의 기초적 내용을, 제2부는 교재의 유형을, 제3부는 첨단 교수-학습 환경을, 제4부는 이 모든 것을 적용하는 과정을 실제의 예를 통해 포괄적으로 소개하고 있다. 구체적으로 제1부에서는 2015 개정 교육과정에서의 정보교과 교육과정을 비롯하여 교과서를 포함한 교수매체 및 각종 자료의 개발 원리, 활용의 방법들을 개괄적으로 제시하고 있다. 제2부에서는 교재의 유형을 각종 매체의 특성에 기반하여 분류·제시하되, 최근 정보교과 및 학교 교육현장에서 주로 활용되고 있는, 또 향후 활용될 수 있는 유형을 중심으로 그 활용 방법을 상세히 설명하였다. 특히 과거로부터 학교교육 현장에서 지속적으로 사용되어 온 매체들이 현재의 환경에서는 어떻게 활용될 수 있는지를 비용효과적, 효율적 측면에서 접근하여 보았다.
제3부에서는 지능정보기술의 발달로 달라지는 첨단 교수-학습 환경, 예컨대 국내외 다양한 물리적 학습공간을 살펴보고 온라인학습과 미래교육을 위한 환경의 변화를 개괄적으로 제시하고 있으며, 제4부에서는 이상의 모든 과정이 실제에 적용될 수 있기를 바라는 입장에서 실제 사례를 분석, 제시하였다.

목차

제1부 교재연구의 기초
제1장 정보교과 교재연구의 개요(김미량) ················································17
1. 교재연구의 의미 ··································································18
1.1 교재의 개념 ··································································18
1.2 교재연구의 중요성 ···························································21
2. 교재 ···············································································22
2.1 교재의 종류 ··································································22
2.2 좋은 교재의 특징 ····························································22
2.3 교과서 ········································································24
2.4 전자교재 ······································································25
3. 교재의 활용 ·······································································27
3.1 교재의 선정 ··································································27
3.2 교재의 수정 ··································································28
3.3 교재의 개발 ··································································29
4. 이 책의 구성 ······································································31
제2장 ‘정보’ 교과의 교육과정(이옥화) ···················································37
1. 교육과정의 개념과 유형 ··························································38
1.1 교과 중심 교육과정 ··························································38
1.2 경험 중심 교육과정 ··························································39
1.3 학문 중심 교육과정 ··························································41
1.4 교육과정과 수업 ······························································43
2. 2015 개정 정보 교과 교육과정의 내용 ··········································47
2.1 2015 개정 교육과정의 배경 및 방향 ········································47
2.2 2015 개정 교육과정 편제와 시간 배당 ······································50
2.3 2015 정보 교과 교육과정의 내용 ············································53
3. 중학교 정보 교과 교육과정 ·······················································56
3.1 정보 교과 교육과정의 체계 ··················································56
3.2 성취 기준의 도입 ····························································57
3.3 교수-학습 방법 ·······························································59
3.4 각 영역별 성취기준 ··························································62
4. 인문계 고등학교 정보 교과 교육과정 ············································64
4.1 선택과목 ‘정보’ 교과 교육과정의 체계 ······································64
4.2 인문계 고등학교 선택 교과 ‘정보’의 성취 체계 ·····························66
4.3 정보 교과 학교급별 내용 체계 비교 ········································68
제3장 교수매체 및 매체 활용 환경의 변화(허희옥) ···································75
1. 교수매체의 발달 ··································································76
1.1 매체의 발달 ··································································76
1.2 교수매체의 발달 ······························································80
2. 매체 활용 환경의 변화 ···························································86
2.1 시청각교육(60년대~70년대) ··················································86
2.2 방송교육(80년대) ·····························································87
2.3 컴퓨터활용교육(90년대) ······················································88
2.4 ICT활용교육(90년대 중반 이후) ··············································89
2.5 첨단 디지털기술 융합 교육(2000년대 중반 이후) ···························91
3. 첨단 정보통신기술의 교육적 적용 가능성 ········································93
제4장 멀티미디어 자료의 개발 원리(이옥화) ···········································97
1. 타이포그라피 디자인의 원리 ······················································98
1.1 타이포그라피의 개념과 특성 ·················································98
1.2 타이포그라피의 요소 ·························································99
1.3 타이포그라피의 활용 가이드라인 ···········································102
2. 시각 디자인의 원리 ······························································106
2.1 시각 자료의 개념과 특성 ···················································106
2.2 시각 디자인의 요소 ·························································107
2.3 시각 디자인의 가이드라인 ··················································109
3. 칼라 디자인의 원리 ······························································113
3.1 칼라의 개념과 특성 ·························································113
3.2 색의 요소 ···································································114
3.3 색 사용의 가이드라인 ·······················································119
4. 소리 디자인의 원리 ······························································120
4.1 소리의 개념과 특성 ·························································120
4.2 소리의 요소 ·································································121
4.3 소리 디자인의 가이드라인 ··················································126
제5장 교재의 개발과 활용(조미헌) ······················································131
1. 교재의 개발과 활용 과정 ························································132
2. 학습자 분석 ······································································133
2.1 학습자 요구 분석 ···························································133
2.2 학습자 특성 분석 ···························································135
3. 목표 진술 ········································································138
3.1 목표의 의미 ·································································138
3.2 목표의 분류 ·································································138
3.3 목표 진술 방법 ·····························································141
4. 교수 방법ㆍ매체ㆍ자료의 선택 ··················································142
4.1 교수 방법의 선택 ···························································142
4.2 매체의 선택 ·································································143
4.3 자료의 선택ㆍ수정ㆍ설계 ···················································146
5. 매체와 자료의 활용 ······························································151
6. 학습자 참여 유도 ································································153
6.1 행동주의 이론의 적용 ·······················································154
6.2 인지주의 이론의 적용 ·······················································154
6.3 구성주의 이론의 적용 ·······················································155
7. 평가와 수정 ······································································156
7.1 학습 평가 ···································································157
7.2 수업 평가 ···································································159
제6장 교과서(김민경) ·······································································163
1. 교과서의 개념 ····································································164
1.1 규정 개정령 및 교과서 관련 용어 ··········································165
1.2 교과용도서의 선정(제1장 제3조) ············································166
2. 우리나라 교과서 편찬 제도 ·····················································166
3. 교과용도서 편찬 방향 및 편찬상의 유의점 ·····································170
3.1 목표 ·········································································170
3.2 기본 방향 ···································································171
3.3 주요 내용 ···································································171
4. 인정도서용 교과서의 인정 ·······················································173
5. 교과서 개발 ······································································175
5.1 분석 단계 ···································································175
5.2 설계 단계 ···································································176
5.3 개발 단계 ···································································177
5.4 검정 단계 ···································································177
5.5 보급 단계 ···································································178
제7장 정보 교재 평가(김미량) ····························································181
1. 교재 평가의 의미 ································································182
1.1 교재 평가의 목적 ···························································182
1.2 정보교과 교재 평가의 특성 ·················································184
2. 교재 평가의 대상과 준거 ························································186
2.1 교재 평가의 내용과 요소 ···················································186
2.2 교재 평가의 준거 ···························································189
3. 교재 평가의 기법 ································································192
3.1 교재 평가의 주체 ···························································192
3.2 교재 평가의 절차 ···························································193
3.3 교재 평가를 위한 자료 수집 ···············································196
4. 교재 평가 결과의 활용 ··························································199
 

제2부 교재의 유형
제8장 인쇄 자료(허희옥) ···································································205
1. 인쇄 자료의 특성 ································································206
1.1 장점 ·········································································206
1.2 단점 ·········································································206
2. 인쇄 자료의 설계 ································································207
2.1 설계 및 개발 원리 ··························································207
2.2 개발 ·········································································214
3. 인쇄 자료의 활용 ································································216
3.1 활용상의 고려 사항 ·························································216
3.2 활용 사례 ···································································217
제9장 비투사·투사 매체(김민경) ························································223
1. 칠판 및 화이트보드 ······························································224
1.1 칠판/화이트보드의 개념 및 특성 ···········································224
1.2 칠판/화이트보드의 활용 방법 ···············································225
2. OHP 및 TP 자료 ································································226
2.1 OHP의 개념 및 특성 ·······················································226
2.2 투시물 자료(TP)의 제작 및 활용방법 ·······································228
2.3 OHP의 활용방법 ····························································230
3. 실물화상기 ·······································································231
3.1 실물화상기의 개념 및 특성 ·················································231
3.2 실물화상기의 구조 ··························································233
3.3 실물화상기의 활용방법 ·····················································233
제10장 디지털방송⋅게임·영화·가상현실(이옥화) ·································237
1. 방송 ··············································································238
1.1 방송의 개념과 특성 ·························································238
1.2 온라인 방송 컨텐츠의 개발 ·················································241
1.3 교육적 활용 ·································································241
2. 게임 ··············································································243
2.1 게임의 개념과 특성 ·························································243
2.2 교육용 게임의 개발 ·························································255
2.3 교육적 활용 ·································································256
3. 영화 ··············································································257
3.1 영화의 개념과 특성 ·························································257
3.2 교육영화의 개발 ····························································258
3.3 교육적 활용 ·································································258
4. 가상현실 ·········································································259
4.1 가상현실의 개념과 특성 ····················································259
4.2 교육적 활용 ·································································262
제11장 컴퓨터와 인터넷 기반 자료(조미헌, 김민경) ····································265
1. 컴퓨터와 인터넷 기반 자료의 특성과 유형 ·····································266
1.1 컴퓨터와 인터넷 기반 자료의 특성 ········································266
1.2 컴퓨터와 인터넷 기반 자료의 유형 ········································267
2. 컴퓨터와 인터넷 기반 자료의 설계와 개발 ·····································274
2.1 설계 원리 ···································································274
2.2 개발 도구 ···································································276
3. 컴퓨터와 인터넷 기반 자료의 활용 ·············································278
3.1 활용 방안 ···································································278
3.2 활용 사례 ···································································280
제12장 디지털교과서(허희옥) ······························································285
1. 디지털교과서의 개념과 유형 ····················································286
2. 디지털교과서의 설계와 개발 ····················································288
2.1 디지털교과서의 설계 원리 ··················································288
2.2 디지털교과서 개발 과정 ····················································291
3. 디지털교과서의 개발 사례 ·······················································295
3.1 국내 개발 사례 ·····························································295
3.2 국외 개발 사례 ·····························································298
4. 디지털교과서의 효과적인 활용을 위한 고려 사항 ······························302
 

제3부 교수-학습환경
제13장 학습 공간(이옥화) ·································································311
1. 학습 공간의 개념 및 유형 ······················································312
1.1 학습자 중심의 교수법을 부르는 환경 ······································312
1.2 학교 시설의 특성 ···························································313
1.3 교실 시설의 특성 ···························································314
2. 대학교육에서의 학습 공간 ·······················································314
2.1 미국 MIT 대학의 혁신 ······················································314
2.2 뉴욕대학의 CITL(Center for Innovation in Teaching and Learning) ·····316
2.3 Virginia Tech 대학의 Math Emporium ····································317
2.4 일본 동경대학 KALS(Komaba Active Learning Studio) ····················318
2.5 한국의 과학기술원 KAIST Education 3.0 class ····························319
2.6 울산과학기술대학 Learning Commons ·····································321
2.7 충북대학교 혁신이룸 ························································323
2.8 싱가포르 난양대학 ··························································324
3. 보통교육에서의 학습공간 ························································325
3.1 에스토니아 ··································································325
3.2 핀란드 ·······································································327
3.3 네덜란드 고등학교 ··························································328
3.4 모스크바 고등학교 ··························································329
제14장 온라인학습 환경(조미헌) ·························································337
1. 온라인학습 환경 ·································································338
1.1 온라인학습 환경의 특성 ····················································338
1.2 온라인학습 환경의 변화 ····················································340
2. 원격학습 ·········································································341
2.1 텔레컨퍼런싱 ································································341
2.2 온라인 컨텐츠 ·······························································345
3. 정보의 수집ㆍ생성ㆍ교환ㆍ활용 ·················································349
3.1 모바일 컴퓨팅 ·······························································350
3.2 클라우드 컴퓨팅 ····························································352
3.3 소셜 네트워크 ·······························································355
제15장 지능정보기술과 미래교육 환경(김미량) ········································359
1. 지능정보기술과 사회의 변화 ····················································360
1.1 지능정보기술의 개념 ························································360
1.2 지능정보사회와 기술의 중요성 ·············································363
2. 지능정보기술과 교육환경 ························································365
2.1 지능정보기술에 따른 교육 시스템 변화의 특징 ····························365
2.2 지능화된 교육 시스템 구성요소에 대한 기본 가정 ························367
2.3 지능정보사회 대비 핵심역량 교육과 기술의 융합 ·························369
3. 지능정보사회 대비 미래교육의 방향 ············································371
3.1 지능형 시스템의 기본 방향 ·················································371
3.2 미래교육 혁신 ·······························································374

제4부 교재연구의 실제
제16장 정보 문화(이옥화) ··································································383
1. 2015 개정 교육과정의 학습내용 분석 ··········································384
1.1 내용체계 ·····································································384
1.2 성취기준 ·····································································384
2. 교재 연구의 사례 ································································385
2.1 학습내용 선정 ·······························································385
2.2 ASSURE 모형의 적용 ························································387
제17장 자료와 정보(허희옥) ·······························································399
1. 2015 개정 교육과정의 학습내용 분석 ··········································400
1.1 내용 체계 ···································································400
1.2 성취 기준 ···································································400
2. 교재 연구의 사례 ································································401
2.1 학습내용 선정 ·······························································402
2.2 ASSURE 모형의 적용 ························································403
제18장 문제 해결(김민경) ·································································411
1. 2015 개정 교육과정의 학습내용 분석 ··········································412
1.1 내용체계 ·····································································412
1.2 성취기준 ·····································································412
2. 교재 연구의 사례 ································································413
2.1 학습내용 선정 ·······························································414
2.2 ASSURE 모형의 적용 ························································415
제19장 프로그래밍(조미헌) ································································423
1. 2015 개정 교육과정의 학습내용 분석 ··········································424
1.1 내용체계 ·····································································424
1.2 성취기준 ·····································································424
2. 교재 연구의 사례 ································································426
2.1 학습내용 선정 ·······························································426
2.2 ASSURE 모형의 적용 ························································427
제20장 컴퓨팅 시스템(김미량) ···························································435
1. 2015 개정 교육과정의 학습내용 분석 ··········································436
1.1 내용체계 ·····································································436
1.2 성취기준 ·····································································436
2. 교재 연구의 사례 ································································437
2.1 학습내용 선정 ·······························································437
2.2 ASSURE 모형의 적용 ························································438

찾아보기 ·········································································446

저자소개

김미량(성균관대학교 컴퓨터교육과 교수)
∙ 주요경력: 공공데이터전략위원회위원, 전자정부추진위원회위원 ∙ 주요 연구 분야: ICT 및 SW교육의 기획ㆍ설계ㆍ개발ㆍ평가, 혁신기술의 확산 ∙ 이메일: mrkim@skku.ac.kr 

허희옥(순천대학교 컴퓨터교육과 교수)
∙ 주요경력: 한국교육개발원 컴퓨터교육연구센터 연구원 역임 ∙ 주요 연구 분야: 교수-학습 방법, 교육환경 설계, ICT의 교육적 활용 ∙ 연락처: hoheo@sunchon.ac.kr 

김민경(이화여자대학교 초등교육과 교수)
∙ 주요 연구 분야: 비구조화된(Ill-Structured) 문제 해결, 융합 교육, 수학교과에서의 교육공학적 접근 ∙ 연락처: mkkim@ewha.ac.kr 

이옥화(충북대학교 교육학과 교수)
∙ 주요경력: 한국과학기술원의 선임연구원 및 한국교육개발원의 책임연구원 역임 ∙ 주요 연구 분야: e-러닝, 교수 설계, 국제이해교육 ∙ 연락처: ohlee@cbnu.ac.kr 

조미헌(청주교육대학교 컴퓨터교육과 교수)
∙ 주요경력: 안동대학교 교육공학과 교수 및 한국교육개발원 부연구위원 역임 ∙ 주요 연구 분야: e-러닝, 교수 설계, ICT 기반 교수-학습 방법 ∙ 연락처: mihjo@cje.ac.kr

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1. 답변대기강의노트 관련

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