머리말 / 3

Ⅰ. 교육공학의 기초

제1장 교육공학의 개념 및 영역 ·····························································11

1. 교육공학의 역사 ···································································13

2. 교육공학의 개념 ···································································14

3. 교육공학의 연구 영역 ·····························································21

4. 교육공학의 적용 ···································································23

Ⅱ. 교수매체

제2장 최신 테크놀로지의 동향과 교육적 활용 ·············································31

1. 최신 교육테크놀로지의 동향 ·····················································33

2. 수업 및 학습에서의 활용 ·························································44

3. 테크놀로지의 활용과 교사 ························································47

제3장 e-러닝 ·················································································53

1. e-러닝의 등장 배경과 개념 ······················································55

2. e-러닝의 구성요소 ································································58

3. e-러닝 유형 ·······································································61

4. e-러닝 현황: 초ㆍ중등교육 영역 ·················································68

5. e-러닝 현황: 고등교육 영역 ·····················································70

6. e-러닝 현황: 성인ㆍ평생교육 영역 ··············································74

제4장 교수매체의 원리 ·······································································79

1. 교수매체의 개념과 교육적 기능 ··················································81

2. 교수매체의 종류와 특성 ··························································85

3. 교수매체의 선정과 적용 ··························································94

Ⅲ. 교수학습방법

제5장 전통적 교수ㆍ학습방법 ······························································105

1. 강의법 ·············································································109

2. 토의법 ·············································································115

3. 협동학습 ··········································································120

4. 탐구학습 ··········································································128

제6장 대안적 교수ㆍ학습방법 ······························································137

1. 구성주의 학습 원리에 기반한 대안적 교수ㆍ학습방법 ························139

2. 문제중심학습(PBL: Problem Based Learning) ······························143

3. 컴퓨터보조 협력학습(Computer Supported Collaborative Learning) ···153

4. 플립러닝(Flipped Learning) ···················································160

Ⅳ. 교수설계이론

제7장 학습이론 ··············································································177

1. 학습과 학습에 관한 관점 ························································179

2. 객관주의 기반의 학습이론 ·······················································182

3. 구성주의 기반의 학습이론 ·······················································193

제8장 객관주의 교수설계이론 ······························································201

1. 교수설계이론과 교수설계모형 ···················································203

2. 객관주의 수업설계이론 ··························································203

3. 가네의 수업설계이론 ·····························································204

4. 켈러의 교수설계이론 ·····························································210

제9장 구성주의 교수설계이론 ······························································219

1. 구성주의 교수학습과 교수설계 ··················································221

2. 구성주의 교수설계이론 ··························································227

Ⅴ. 교수설계 모형 및 적용

제10장 체제적 교수설계 모형 ······························································257

1. ADDIE 모형 ······································································260

2. Dick과 Carey의 모형 ···························································264

3. ASSURE 모형 ····································································268

4. ASSURE 모형의 적용 ···························································271

제11장 교수분석 및 설계 ···································································279

1. 요구분석 ··········································································281

2. 학습자 분석 ······································································284

3. 과제분석 ··········································································288

4. 학습목표분석 ·····································································292

제12장 교수개발 및 실행 ···································································299

1. 교수개발 ··········································································301

2. 실행 ···············································································316

제13장 교수평가 ·············································································331

1. 평가의 정의와 이해 ······························································333

2. 평가도구의 유형과 예시 ·························································336

3. 교수체제 설계모형에서의 평가 ··················································341

4. 구성주의 학습환경 평가의 예: 포트폴리오 평가 ······························349

찾아보기 ··············································································359

권성연

연세대학교 교육과학대학 교육학과(문학사)

이화여자대학교 교육대학원 교육공학전공(교육학 석사)

이화여자대학교 대학원 교육공학과(교육공학 전공 박사)

경력: 한국직업능력개발원 전문연구원

현재: 중부대학교 교직과 부교수

김혜정

가톨릭대학교 인문학부 국사학과(문학사)

이화여자대학교 교육대학원 교육공학전공(교육학 석사)

이화여자대학교 대학원 교육공학과(교육공학 박사)

경력: 성균관대학교 대학교육개발센터 선임연구원

현재: 가천대학교 유아교육학과 조교수

노혜란

한양대학교 사범대학 교육공학과(문학사)

한양대학교 대학원 교육공학과(교육학 석사)

한양대학교 대학원 교육공학과(교육공학 전공 박사)

경력: 한양대학교 교수학습센터 책임연구원

현재: 서원대학교 사범대학 교육학과 교수

박선희

연세대학교 교육과학대학 교육학과(문학사)

한양대학교 대학원 교육공학과(교육학 석사)

한양대학교 대학원 교육공학과(교육공학 전공 박사)

경력: 단국대학교 공학교육혁신센터 연구교수

현재: 한남대학교 사범대학 교직부 부교수

박양주

서울대학교 사범대학 교육학과(문학사)

서울대학교 대학원 교육학과(교육학 석사)

미국 텍사스주립대학 대학원(교육공학 전공 박사)

경력: 한국방송통신대학교 원격교육연구소 연구원

현재: 한남대학교 사범대학 교육학과 조교수

서희전

연세대학교 교육과학대학 교육학과(문학사)

이화여자대학교 대학원 교육공학과(문학 석사)

이화여자대학교 대학원 교육공학과(교육공학 박사)

경력: 한국교육개발원 멀티미디어교육연구센터 연구원

현재: 동명대학교 보건복지교육대학 유아교육과 부교수

양유정

연세대학교 교육과학대학 교육학과(문학사)

연세대학교 대학원 교육학과(교육학 석사)

연세대학교 대학원 교육학과(교육공학 전공 박사)

경력: 연세대학교 교육개발센터 전문연구원

현재: 한국방송통신대학교 원격교육연구소 전임연구원

오상철

연세대학교 교육과학대학 교육학과(문학사)

연세대학교 대학원 교육학과(교육학 석사)

미국 미주리대학교(Univ. of Missouri-Columbia) 대학원(교육공학 전공 박사)

현재: 한국교육과정평가원 선임연구원

오정숙

이화여자대학교 사범대학 교육공학과(문학사)

이화여자대학교 대학원 교육공학과(문학 석사)

이화여자대학교 대학원 교육공학과(교육공학 박사)

경력: 서강대학교 교수학습센터 연구교수

현재: 대구대학교 사범대학 교직부 부교수

윤 현

한남대학교 문과대학 불어불문학과(학사)

프랑스 파리3대학-소르본누벨(Université Paris 3 - Sorbonne Nouvelle) 언어학과(언어학 석사)

프랑스 파리3대학-소르본누벨(Université Paris 3 - Sorbonne Nouvelle) 언어학과(언어교수법 & 교육공학, 언어공학 박사)

경력: 프랑스 클레르몽페랑 블레즈파스칼대학(Clermont-Ferrand, Université Blaise Pascal) 언어학과 연구교수

현재: 한남대학교 외국어문학부 프랑스어문학과 초빙교수

이동엽

연세대학교 교육과학대학 교육학과(문학사)

연세대학교 대학원 교육학과(교육학 석사)

미국 컬럼비아대학교 대학원 교육공학과(교육공학 전공 박사)

경력: 한국교육과정평가원 부연구위원

현재: 경상대학교 사범대학 교육학과 조교수

최미나

한양대학교 사범대학 교육공학과(이학사)

한양대학교 대학원 교육공학과(교육학 석사)

한양대학교 대학원 교육공학과(교육공학 전공 박사)

경력: 한양대학교 교수학습개발센터 책임연구원

현재: 청주대학교 사범대학 교직과 부교수

이미 시중에 수많은 교육공학 관련 서적이 나와 있지만 본 교재는 특별히 교직 수강생을 위한 ‘교육방법 및 교육공학’에 초점을 맞추고 있다. 교육공학이 교육 현장과 괴리되지 않고, 변화하는 시대에 걸맞은 인재를 키워내는 데 도움이 되는 학문이어야 한다는 것을 강조한다. 그리고 집필자들은 모두 이러한 생각을 공유하면서 교재의 내용과 형식을 구성하였다.

본 교재는 총 4부로 구성되었다. 1부에서는 교육공학의 개념에 대한 이해를 통해 교육공학이 역사와 주요 영역, 그리고 교육공학이 교육 분야에 어떻게 적용되고 기여할 수 있는지를 다루었다. 2부는 교육공학의 출발점이라고 할 수 있는 교수매체에 대한 것으로 전통적인 교수매체의 개념과 유형, 효과는 물론, e-러닝으로 대변되는 온라인 매체의 활용 유형과 사례, 그리고 4차 산업혁명의 도래로 지능화되고 있는 최신 테크놀로지의 발달과 변화가 교육에 적용되는 모습을 담았다. 3부는 교수학습방법으로 교육효과를 높이기 위해 실제 교실에서 활용할 수 있는 다양한 방법들을 포함하였으며, 특히 교사 중심이 아닌, 학습자 중심의 교육을 실현할 수 있는 교육방법에 중점을 두었다. 4부는 교수설계이론에 대한 것으로 수업 설계에 기반이 되는 학습이론과 객관주의와 구성주의 각각의 교수설계이론을 다룸으로써 예비교사들이 수업을 어떻게 준비, 계획하고 학습환경을 제공할 것인가를 안내하였다. 5부는 교수설계모형으로 교수설계를 위한 단계와 절차를 제시하여 분석, 설계, 개발, 실행, 평가의 전 과정이 구체적으로 어떻게 진행되는지를 제시하고 있다.