제5판을 내면서

1장 교육공학의 학문적 성격·········································································· 13
제1절 교육공학의 정의·················································································· 16
1. 시청각교육으로 출발················································································· 16
2. 공학의 의미와 교육공학············································································ 18
제2절 교육공학의 발달·················································································· 25
1. 시각교육과 시청각교육·············································································· 26
2. 시청각 통신····························································································· 29
3. 교수공학································································································· 32
4. 교육공학································································································· 35
5. 한국의 교육공학······················································································· 36
제3절 교육공학의 영역·················································································· 38
1. 설계 영역································································································ 39
2. 개발 영역································································································ 41
3. 활용 영역································································································ 43
4. 관리 영역································································································ 44
5. 평가 영역································································································ 45

2장 교육공학의 심리학적 기초······································································· 51
제1절 행동주의 이론과 교수설계···································································· 53
1. 파블로프(Pavlov)의 고전적 조건화 이론··········································· 53
2. 스키너(Skinner)의 조작적 조건화··························································· 56
3. 교수설계에의 시사점················································································· 62
제2절 인지주의 이론과 교수설계···································································· 64
1. 행동주의 대 인지주의··············································································· 64
2. 형태주의 심리학······················································································· 65
3. 정보처리이론··························································································· 66
4. 교수설계에의 시사점················································································· 74
제3절 구성주의 이론과 교수설계···································································· 76
1. 객관주의 대 구성주의··············································································· 77
2. 인지적 구성주의 대 사회적 구성주의·················································· 80
3. 교수설계에의 시사점················································································· 85

3장 교수체제개발························································································· 93
제1절 교수체제개발의 개념 및 특징······························································· 96
1. 교수체제개발의 개념················································································· 96
2. 교수체제개발의 특징 및 영역···································································· 98
제2절 교수체제개발 모형············································································· 102
1. 체제적 교수개발 모형의 특징································································· 102
2. ADDIE 모형·························································································· 104
3. 브릭스와 웨거(Briggs & Wager)의 교수체제설계모형·········· 106
4. 딕과 케리(Dick & Carey)의 교수체제설계모형·························· 107
제3절 교수목표 설정··················································································· 110
1. 교수목표 설정을 위한 요구분석···························································· 110
2. 교수목표 설정의 원리············································································· 115
제4절 학습과제 분석··················································································· 124
1. 과제 분석의 개념··················································································· 124
2. 학습 목표의 분류··················································································· 125
3. 과제 분석의 주요 기법············································································ 127

4장 교수설계이론 I ··················································································· 135
제1절 가네(Gagne´)의 9가지 수업사태·························································· 138
1. 이론적 배경··························································································· 138
2. 학습의 과정··························································································· 138
3. 수업사태······························································································· 142
제2절 롸이겔루스(Reigeluth)의 교수설계전략················································ 147
1. 이론의 개발 배경과 주요 요소······························································ 147
2. 미시적 조직전략: 개념 학습의 경우··················································· 149
3. 이론의 적용 사례··················································································· 155
4. 거시적 조직전략: 정교화 이론······························································· 159
제3절 켈러(Keller)의 학습동기 설계이론······················································· 160
1. 이론적 배경··························································································· 160
2. ARCS 모형···························································································· 163

5장 교수설계이론 II ·················································································· 181
제1절 구성주의적 교수-학습 방법의 특징····················································· 183
1. 문제중심의 교수-학습 환경 설계·························································· 184
2. 학습자 중심의 교수-학습 환경 설계··················································· 185
제2절 문제중심학습(PBL) ·········································································· 186
1. 문제중심학습의 개념··············································································· 186
2. 문제중심학습의 특징··············································································· 188
3. 문제중심학습의 절차··············································································· 191
제3절 상황학습이론···················································································· 196
1. 상황학습이론의 개념··············································································· 196
2. 맥락정착적 교수····················································································· 198
3. 인지적 도제학습····················································································· 200
4. 실천공동체···························································································· 203

6장 교수매체의 선정과 활용········································································ 209
제1절 교수매체의 특성 및 종류···································································· 212
1. 교수매체의 정의····················································································· 212
2. 교수매체의 역할····················································································· 214
3. 교수매체의 종류····················································································· 215
4. 교수매체 활용의 필요성········································································· 219
제2절 ASSURE 모형·················································································· 222
제3절 교수매체 자료 제작의 원리와 기법····················································· 227
1. 텍스트 설계 원리··················································································· 227
2. 시각자료 설계 원리················································································ 234
3. 동영상 자료 설계 원리············································································ 238
4. 프레젠테이션 자료 설계 원리································································· 240

7장 교수실행····························································································· 247
제1절 교수-학습 과정과 의사소통······························································· 249
1. 교수실행과 의사소통기술········································································· 249
2. 교수-학습의 의사소통 모형···································································· 250
제2절 질문하기와 청취하기·········································································· 254
1. 질문의 유형··························································································· 255
2. 질문의 원리··························································································· 258
3. 청취하기······························································································· 262
제3절 설명하기·························································································· 264
1. 긴장의 통제··························································································· 264
2. 설명의 실시··························································································· 265
제4절 마이크로티칭과 교수 시연·································································· 270
1. 마이크로티칭의 특징··············································································· 271
2. 마이크로티칭의 실시 및 평가 기준···················································· 273

8장 교수 프로그램의 평가··········································································· 281
제1절 교수 프로그램 평가의 의미 및 유형···················································· 284
1. 교수 프로그램 평가의 의미······································································ 284
2. 교수 프로그램 평가의 유형······································································ 285
제2절 교수 프로그램의 평가모형·································································· 293
1. 타일러(Tyler)의 목표성취모형································································ 294
2. 글레이저(Glaser)의 수업평가모형························································· 295
3. 커크패트릭(Kirkpatrick)의 4수준 평가모형··································· 297
제3절 교수 프로그램의 평가와 목표 분류······················································ 299
1. 블룸(Bloom)의 교육목표 분류······························································· 300
2. 리서와 딕(Reiser & Dick)의 목표 분류 및 평가······················ 301
제4절 평가도구의 제작················································································ 304
1. 객관식 평가 도구··················································································· 304
2. 주관식 평가 도구··················································································· 308
3. 수행평가 도구························································································ 311

9장 이러닝과 교육공학················································································ 321
제1절 이러닝의 이론적 기초······································································· 323
1. 이러닝의 등장 배경과 정의······································································ 323
2. 이러닝의 유형······················································································· 325
제2절 이러닝의 발전··················································································· 330
1. 이러닝 2.0과 이러닝 3.0 ······································································· 330
2. m-러닝과 스마트 러닝············································································ 335
제3절 이러닝의 활용··················································································· 338
1. 디지털 교과서························································································ 339
2. 거꾸로 학습(Flipped Learning) ····························································· 342
3. 대형 온라인 공개 강좌(MOOC) ···························································· 346

10 장 교육공학의 최근동향과 교수-학습방법의 새 지평··················· 355
제1절 교육공학의 최근동향과 교수-학습방법의 개선······························· 357
1. 교실수업의 실태와 개선방향···································································· 357
2. 교수-학습에서 교육공학의 활용····························································· 359
3. 교육공학의 최근동향에 따른 교수－학습 방법의 새로운 변화··········· 362
제2절 디지털 학습공간과 교수-학습방법의 새 지평································· 366
1. 디지털 학습공간의 특성·········································································· 367
2. 초연결사회와 신지식역량········································································ 370
3. ‘가르침’보다 ‘배움’ 중심의 융합적 학습············································ 371
4. 개별학습보다는 ‘네트워크 협력학습’의 확산································· 373

찾아보기··································································································· 379