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CHAPTER 01 자기주도학습과 학습계약
01| 들어가며 ··························································································2 02| 자기주도학습과 학습에 대한 자기주도성의 개념과 구성요소 ····3 03| 학습에 대한 자기주도성과 학습 전략 ··········································11 1. 자기주도학습의 교육프로그램 적용 / 11 2. 학습에 대한 자기주도성 대응 모형 / 15 04| 학습계약의 개념과 실천 ·································································21 CHAPTER 02 시작과 마침 그리고 가속학습 01| 들어가며 ··························································································30 02| 시작의 전략과 방법 ········································································31 1. Keller의 ARCE 모형과 동기부여 / 31 2. 뚜껑열기 / 37 3. 팀구성과 좌석배치 / 46 03| 마침의 전략과 방법 ········································································53 1. 축하와 칭찬의 마법 / 53 2. 최근에 배운 것이 기억에 남는다. / 56 CHAPTER 03 강의법 01| 들어가며 ··························································································62 02| 강의법의 개념 및 특징 ··································································63 03| 강의법의 장 · 단점 ···········································································64 1. 강의법의 장점 / 64 2. 강의법의 단점 / 64 04| 강의법의 유의점 ·············································································65 05| 효과적인 강의 기술 ········································································66 1. 언어적 기술 / 67 2. 비언어적 기술 / 72 06| 강의법의 주요 단계 ········································································77 1. 강의 전 준비단계 / 78 2. 도입단계 / 79 3. 전개단계 / 81 4. 정리단계 / 83 07| 질문 전략 ························································································83 1. 강의 전 질문 계획 수립 / 83 2. 질문의 유형 및 시점 선택 / 84 3. 질문에 답할 충분한 시간 제공 / 85 4. 적극적으로 답변하고 질문하도록 유도 / 85 CHAPTER 04 토의와 토론 01| 들어가며 ··························································································92 02| 토의와 토론의 개념 ········································································92 03| 토의 · 토론의 역사 ··········································································94 04| 토의 · 토론의 필요성 ······································································97 1. 민주시민의 필수 조건 / 97 2. 사고력의 향상 / 98 3. 도덕 발달과 태도의 변화 / 100 4. 수업 참여도 증가 / 101 05| 토론의 요소 ·····················································································101 1. 논제 / 102 2. 쟁점 / 103 3. 두 명 이상의 개인이나 집단 / 103 4. 논거 / 104 5. 토론규칙 / 105 06| 교수자와 사회자의 역할 ·································································106 1. 교수자의 역할 / 106 2. 토의 · 토론 진행 시 사회자의 역할 / 107 07| 토의 · 토론의 평가 ··········································································110 08| 토의의 유형 ·····················································································112 1. 원탁토의 / 112 2. 패널토의 / 114 3. 심포지엄과 포럼 / 115 4. 버즈토의 / 116 09| 토론의 유형 및 절차 ······································································117 1. 토론의 유형 / 117 2. 토론의 절차 / 119 CHAPTER 05 사례기반학습 01| 들어가며 ··························································································130 02| 사례기반학습의 정의 ······································································130 03| 사례기반학습의 도입과 변화의 흐름 ············································134 04| 사례기반학습의 특징 ······································································136 05| 사례기반학습의 절차 ······································································137 06| 사례기반학습의 교육적 효과 ·························································140 07| 사례기반학습의 장 · 단점 ·······························································141 08| 사례기반학습의 유의사항 ·······························································142 09| 사례기반학습의 사례 ······································································143 CHAPTER 06 문제기반학습 01| 들어가며 ··························································································158 02| 문제기반학습의 정의 및 특징 ·······················································159 1. 문제로부터 학습 시작 / 160 2. 학습자 중심의 학습환경 / 160 3. 자기주도학습을 통한 새로운 지식 습득 / 160 4. 교수자의 역할은 학습 촉진자 / 161 03| 문제기반학습의 장 · 단점 ································································161 1. 문제기반학습의 장점 / 162 2. 문제기반학습의 단점 / 162 04| 문제기반학습에서 문제의 특성 ······················································163 1. 비구조성 / 163 2. 실제성 / 164 05| 문제기반학습의 주요 단계 ·····························································165 1. 강의계획 수립 / 166 2. 문제 개발 / 169 3. PBL 활용 강의 준비 / 176 4. PBL 실행 / 178 5. 평가 / 185 06| 문제기반학습 활용 강의 사례 ·······················································189 CHAPTER 07 게임학습법과 아이스브레이킹 01| 게임학습법(Game-Based Learning, GBL) ·································195 1. 개념 / 195 2. 게임학습법의 종류 / 195 02| 아이스브레이킹 ···············································································212 1. 개념 / 212 2. 아이스브레킹의 기법 / 213 CHAPTER 08 역할연기법 01| 들어가며 ··························································································226 02| 역할연기법의 정의 ··········································································227 03| 역할연기법의 시작과 발전 흐름 ····················································228 04| 역할연기의 사용목적 및 교육학적 활용 ·······································230 1. 교육연극 / 231 2. 연극놀이 / 232 3. 역할놀이 / 232 05| 역할연기법의 진행 과정 ·································································234 1. 준비(목적 . 목표 확인) 단계 / 234 2. 도입 단계 / 235 3. 실연 단계 / 235 4. 평가 및 피드백 단계 / 236 06| 역할연기법의 장 . 단점 ···································································236 07| 역할연기의 주요 기법 ····································································238 1. 역할교대 기법 / 238 2. 거울 기법 / 238 3. 즉석연기 기법 / 239 4. 응답제한 기법 / 239 5. 빈의자 기법 / 239 6. 미래투사 기법 / 240 7. 마술상점 기법 / 240 08| 역할연기법의 활용사례 ··································································240 CHAPTER 09 멘토링과 코칭 01| 들어가며 ··························································································260 02| 전환을 통한 멘토링과 코칭 ···························································261 03| 멘토링의 개념과 이론적 기반 ·······················································262 1. 멘토링의 개념 / 262 2. 멘토링의 이론적 기반 / 264 3. 멘토링의 기능 / 265 4. 멘토링의 단계 / 267 5. 멘토링의 효과 / 269 6. 사례를 통해서 본 멘토링 / 271 04| 코칭 ··································································································274 1. 코칭(Coaching)의 개념과 핵심요소 / 274 2. 코칭 모델 / 277 3. 코칭 프로세스 / 282 4. 코칭의 기대효과와 미래 전망 / 287 5. 사례를 통해서 본 코칭 / 289 CHAPTER 10 액션러닝 01| 들어가며 ··························································································294 02| 액션러닝의 역사 및 정의 ·······························································295 03| 액션러닝의 토대가 되는 학습이론 및 구성요소 ··························298 04| 액션러닝 모델과 프로세스 ·····························································305 05| 팀학습과 문제해결 활동 사례 ·······················································311 1. 문제현황 분석 / 311 2. 원인 찾기 / 312 3. 해결안 탐색 / 314 4. 액션플랜 작성 / 316 5. 최종보고서 작성 / 318 06| 사례를 통해서 본 액션러닝 ···························································319 CHAPTER 11 직무현장교육 01| 들어가며 ··························································································326 02| 국가직무능력표준(National Competency Standards, NCS)의 개념과 목적 ·······328 1. NCS의 구성 체계 / 329 2. NCS 기반 교육훈련의 특징 / 330 3. NCS 활용의 장단점 및 사례 / 332 4. NCS 기반 교육방법의 원리 / 333 5. NCS의 미래 전망과 발전 방향 / 335 03| 현장직무교육 ···················································································338 1. OJT와 S-OJT 개념과 특성 / 339 2. 이론적 배경 / 342 3. 운영 방법과 절차 / 345 4. 효과적인 OJT와 S-OJT 운영 전략 / 346 5. 평생 학습 역량 강화를 위한 OJT와 S-OJT의 발전 방향 / 350 04| 직장 외 교육훈현(Off-JT: Off the Job Training) ·····················351 1. Off-JT 개념과 특징 / 351 2. 교육과정 설계 / 355 3. 효과적인 운영 방안 / 357 4. 기업운영 사례 / 359 5. 결론 / 360 CHAPTER 12 창의적 교수법 01| 브레인스토밍(Brainstorming) ·······················································365 1. 개념 / 365 2. 브레인스토밍(Brainstorming) 진행 / 366 02| 브레인라이팅(Brainwriting) ··························································371 1. 개념 / 371 2. 브레인라이팅(Brainwriting) 진행 / 372 03| 마인드맵(Mind Map) ·····································································375 1. 개념 / 375 2. 마인드맵(Mind Map)의 구성요소 / 376 3. 마인드맵(Mind Map) 진행 / 377 04| 강제결합법(Forced Combination) ···············································383 1. 개념 / 383 2. 강제결합법(Forced Combination) 유형 / 384 3. 강제결합법(Forced Combination) 진행 / 385 05| 스캠퍼(SCAMPR) 기법 ··································································387 1. 개념 / 387 2. 스캠퍼(SCAMPER) 기법 진행 / 389 06| PMI(Plus Minus Interesting) 기법 ············································392 1. 개념 / 392 2. PMI(Plus Minus Interesting) 기법 진행 / 393 CHAPTER 13 디자인씽킹 01| 들어가며 ··························································································400 02| 디자인씽킹의 개요 ··········································································400 1. 디자인씽킹의 정의 / 400 2. 디자인씽킹의 등장과 역사 / 403 3. 디자인씽킹의 필요성 / 404 03| 디자인씽킹과 학습 ··········································································405 1. 디자인씽킹의 학습 원리 / 405 2. 디자인씽킹의 교육적 가치 / 407 04| 디자인씽킹의 구조와 절차 ·····························································408 1. 디자인씽킹의 구조 / 408 2. 디자인씽킹의 절차 / 411 05| 디자인씽킹 수업설계 ······································································419 1. 팀 빌딩 / 419 2. 주제 논의 / 422 3. 1단계: 공감하기 / 422 4. 2단계: 문제 정의하기 / 425 5. 3단계: 아이디어 도출하기 / 426 6. 4단계: 프로토타입 만들기 / 428 7. 5단계: 테스트하기 / 430 8. 공유하기 / 430 CHAPTER 14 4차 산업혁명 시대와 평생교육의 다양한 방법적 접근 01| 4차 산업혁명과 교육의 변화 ·························································435 1. 교육 콘텐츠 및 전달 방식의 혁신 / 435 2. 학습 방식의 변화 / 436 3. 교육 기관의 역할 변화 / 437 02| 평생교육적 관점에서의 학습 ·························································438 1. 평생교육의 핵심 원리 / 438 2. 교육 기관과 평생교육의 연계 / 439 3. 4차 산업혁명 시대의 평생학습 생태계 구축 / 440 03| 이론적 배경 ·····················································································441 1. Kolb(1984)의 경험학습이론(Experiential Learning Theory) / 441 2. Siemens(2004)의 커넥티비즘(Connectivism) 이론(박기범, 2017) / 442 04| 소셜미디어와 소셜러닝을 활용한 평생교육적 접근 ···················444 1. 소셜미디어 & 소셜러닝의 개념과 배경 / 444 2. 주요 매체별 특징과 활용 방안 / 447 3. 소셜미디어 기반 학습의 효과성과 필요성 / 459 4. 소셜학습에서 활용할 수 있는 에듀테크 도구 / 461 5. 소셜미디어 활용의 장단점과 개선 방안 / 475 6. 소셜미디어 · 소셜러닝 활용 실습 방법(예시) / 477 05| 융합형 교육방법과 인공지능(AI) 활용 방안 ································478 1. 융합형 교육방법의 개념과 의의 / 478 2. 인공지능(AI) 및 생성형 AI의 등장과 교육적 활용 / 480 3. 생성형 AI를 활용한 수업디자인 예시 / 485 4. 융합형 교육방법과 AI의 장단점 / 494 5. 융합형 교육과정에서의 실습 방법(예시) / 495 06| 결론 및 제언 ···················································································497 1. 미래 대학 교육의 방향 / 497 2. 교수자 연수 및 역량 강화 / 497 3. 디지털 인프라 구축 / 498 4. 윤리와 책임 교육 / 498 |
저자 소개 7
고려대학교에서 학사, 석사, 박사학위를 교육학(성인계속교육전공)으로 받았다. 평생교육과 기업교육 분야에서 학습전이를 포함한 프로그램 평가, 마케팅 이론을 적용한 평생교육기관 경영, 소외계층의 평생교육 기회 확대를 위한 다양한 정책, 사회연결망이론 등 다양한 양적 연구방법에 대한 연구를 계속하고 있다. 최근까지 고려대학교HRD정책연구소의 공동연구원으로 취약계층인적자원개발 등 정규과제에 참여하였고, 기초자치단체 평생학습지수 고도화 연구, 대구평생학습 중장기 발전방안 연구 등 다양한 수준의 연구프로젝트를 수행하고 있다. 현재 경북대학교 사범대학 교육학과 교수로 재직 중이다.
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품목정보
- 발행일
- 2026년 05월 22일
- 쪽수, 무게, 크기
- 516쪽 | 176*248*35mm
- ISBN13
- 9791172791452
출판사 리뷰
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평생학습이 삶의 필수요소가 되면서 평생학습에 대한 관심과 참여가 증가하고 있다. 이제 평생학습은 선택의 문제가 아니라 삶의 존재 조건의 문제가 되었다. 더 나아가 사회, 문화, 기술은 계속해서 변화하면서 평생학습의 내용과 방법의 변화를 유도하고 있다. 또한 평생학습은 사회, 문화, 기술의 변화 방향을 평가하고 제안하는 역할도 한다. 특히 최근에는 AI의 확산으로 새로운 산업, 문화, 학습방법 등이 등장하고 있다. 그리고 이런 방식에 대한 찬성뿐만 아니라 비판적 논의도 함께 진행되고 있다. 이런 상황에서 기존의 전통적인 학습방법과 이에 대한 윤리적 판단을 넘어선 새로운 담론이 필요해진다. 이러한 변화 속에서 ‘어떻게 가르치고, 어떻게 배우는가’라는 질문은 그 어느 때보다 본질적이며, 동시에 현실적 과제로 다가온다.
본 서는 평생교육 분야의 평생교육사 자격 필수과목이기도한 평생교육방법을 다룬다. 사회, 문화, 기술이 끊임없이 변하는 상황에서 학습은 인생의 시간적 측면, 공간적 측면, 의미적 측면에서 다양화되고 변화하고 있다. 예전에 10~20대에서 학습을 주로 하던 상황에서 중년층, 노년층의 학습이 필요해지고 있고 이는 학습방법의 변화와도 관련된다. 온라인 학습 공간의 확대와 AI 활용의 증가는 전통적 교실의 학습방법, 교사의 역할, 고정된 교과서에 대한 새로운 생각을 갖게 한다. 이에 본 서는 평생학습의 교수 · 학습 전략, 학습자 분석, 프로그램 설계와 평가, 성인학습의 심리적 · 사회적 특성, 그리고 디지털 전환 시대의 새로운 학습 환경에 이르기까지, 평생교육의 교육방법을 다층적으로 조망하고자 하였다. 본 서는 가장 근본적인 학습의 출발점인 자기주도학습과 학습계약(1장)을 시작으로, 학습의 시작과 전개, 마무리에 이르는 교수-학습의 흐름과 가속학습의 원리(2장)를 탐구한다. 이어 성인학습 현장에서 가장 광범위하게 활용되는 교수법인 강의법(3장), 상호작용적 학습의 기반이 되는 토의 · 토론(4장), 실제성과 맥락성을 높여주는 사례기반학습과 문제기반학습(5 · 6장)을 균형 있게 제시하였다. 또한, 학습 몰입을 촉진하는 게임학습과 아이스브레이킹(7장), 학습자의 역할 이해를 심화하는 역할연기법(8장), 개인의 성장을 직접적으로 지원하는 멘토링과 코칭(9장), 팀 기반 문제해결 학습인 액션러닝(10장) 등 실천 중심의 학습 방법들을 경험적 시각에서 전개하였다. 더불어, 직업 현장에서 실질적으로 요구되는 역량 개발을 다루는 현장직무교육(11장), 학습자의 창의성과 혁신적 사고를 이끌어내는 창의적 교수법과 디자인씽킹(12 · 13장)을 포함하여, 평생교육 영역에서 요구되는 다양한 전문적 접근을 다층적으로 조명하였다. 마지막으로, 4차 산업혁명 시대의 기술적 변화와 학습 환경의 재편 속에서, 평생교육이 나아가야 할 방법적 전환과 실천적 가능성을 제시하며 책을 맺고자 하였다(14장). 본 서는 평생교육 실천가, 예비 평생교육사, 대학생 및 현장 연구자들에게 이론과 실제를 동시에 견인하는 안내서가 되기를 목표로 한다. 특히, 성인학습을 ‘대상’이 아니라 삶을 스스로 조직하는 주체로 바라보는 관점을 중심에 두었으며, 교육자가 학습자의 경험과 맥락을 이해하고, 변화와 성장을 촉진하는 전문적 실천가로 거듭나도록 돕고자 하였다. 끝으로, 책이 나오기까지 함께 고민해 준 공동저자 그리고 책이 탄생하도록 도와주신 박영스토리 관계자분들께 감사 말씀드린다. 변화하는 사회 속에서 보다 인간적인 학습, 보다 의미 있는 배움의 장을 설계하는 모든 분들에게 실질적 도움과 통찰을 제공하기를 소망한다. 2025년 11월 공저자들을 대표하여 현영섭 |
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