유아교육을 위한 교육방법 및 교육공학

머리말 ··················································································································ⅲ

시작 장 · 교육(학)과 교직과정의 이해 1
제1절 인간 성장을 위한 교육과 교직과정 ···································································3
1. 인간의 성장과 교육 / 3
2. 교육(학)의 학문적 성격과 교직과정 / 7
제2절 교육과정으로서 ‘교육방법 및 교육공학’ ··························································10
1. 교육과정과 교수 · 학습의 과정 / 10
2. 교직과정으로서 ‘교육방법 및 교육공학’ / 13

제 Ⅰ 부 · 학교학습과 수업의 이론적 기초 17
제1장 효과적인 수업과 의사소통 19
제1절 교육과 상호작용을 통한 의사소통 ··································································20
1. 인간과 교육적 의사소통 / 20
2. 언어적 의사소통과 비언어적 의사소통 / 21
제2절 ‘좋은 수업’을 위한 의사소통의 기초 ·······························································23
1. 설명 / 23 2. 질문 / 26
제3절 의사소통 촉진을 위한 수업계획과 매체 ···························································28
1. 수업계획의 필요성과 과정 / 28
2. 의사소통의 촉진과 수업매체 / 31

제2장 교육방법의 교육공학적 접근을 위한 이론 37
제1절 수업심리학: 교수 · 학습이론 ··········································································38
1. 행동주의 교수 · 학습이론 / 38
2. 인지주의 교수 · 학습이론 / 39
3. 구성주의 이론과 교수 · 학습 / 41
제2절 의사소통 이론 ······························································································45
1. 벌로의 SMCR 모형 / 46
2. 쉐논과 쉬람의 통신과정 모형 / 46
3. 로저스와 킨케이드 의미수렴 모형 / 47
제3절 혁신의 보급과 변화관리 이론 ········································································48

제3장 교수 · 학습의 기본성격과 ‘좋은 수업’ 53
제1절 학교학습과 교수 · 학습의 기초 ······································································54
1. 학교학습과 교수 · 학습 / 54
2. 교수 · 학습과정과 교수사태 / 56
제2절 ‘좋은 수업’의 개념과 특징 ·············································································59
1. ‘좋은 수업’의 개념 / 59 2. ‘좋은 수업’의 특징 / 60
제3절 교사의 역할과 수업전문성 ············································································62
1. 교사의 역할 / 62
2. 교사의 수업전문성 / 63

제 Ⅱ 부 · 효과적인 교수 ? 학습을 위한 교육방법 71
제4장 교육방법의 이해 73
제1절 교육방법의 의미와 변천과정 ··········································································74
1. 교육방법의 개념 / 74
2. 교육방법의 변천과정 / 75
제2절 교육방법의 분류와 유형 ················································································77
1. 교육방법 탐구의 패러다임 / 77
2. 교육방법의 분류 / 78
제3절 교육방법의 선정과 활용 ················································································82
1. 교육방법 선정 기준 및 고려사항 / 82
2. 의사소통 유형과 교육방법의 활용 / 83

제5장 교사중심 전통적 수업 89
제1절 전통적 교육방법의 개념과 특징 ·····································································90
1. 교수자주도의 전통적 교육방법의 개념 / 90
2. 교사중심 수업의 특징 / 91
제2절 교사중심 교육방법 ························································································91
1. 직접교수 / 91
2. 개념획득 / 95
제3절 교사주도 수업의 한계와 전망 ········································································99
1. 교사주도 수업의 한계 / 99
2. 학습자중심 수업으로 전환 / 100

제6장 학습자중심 자기주도학습 101
제1절 구성주의적 수업과 자기주도학습 ··································································102
1. 구성주의적 수업 / 102
2. 자기주도학습 / 103
제2절 문제중심학습, 협동학습 및 거꾸로학습 ·························································106
1. 문제중심학습 / 106
2. 협동학습 / 110
3. 거꾸로학습 / 114
제3절 학습자중심 교육방법의 한계와 전망 ······························································120
1. 학습자중심 수업의 한계 / 120
2. 미래사회 역량개발을 위한 교육방법으로 변화 / 120

제 Ⅲ 부 · 교육방법의 교육공학적 접근을 위한 이론 123
제7장 교육공학의 이해 125
제1절 교육공학의 발전과정 ···················································································126
1. 시각교육 / 127
2. 시청각교육 / 128
3. 시청각통신 / 130
4. 교육(수)공학 / 130
제2절 교육공학의 개념 ·························································································131
1. 교육공학의 개념과 관점 변화 / 131
2. 교육공학의 정의 / 135
제3절 교육공학의 탐구영역 ···················································································137
1. 설계 영역 / 138
2. 개발 영역 / 139
3. 활용 영역 / 139
4. 관리 영역 / 140
5. 평가 영역 / 141

제8장 효과적인 수업을 위한 교수설계 145
제1절 교수설계의 개념과 기본 원리 ·······································································146
1. 교수설계의 개념 / 146
2. 교수설계의 기본원리 / 147
제2절 교수설계 이론 ····························································································149
1. 교수설계 이론 / 149
제3절 교수설계의 일반적 단계와 모형 ····································································157
1. 교수설계의 단계 / 157
2. 교수설계의 모형 / 158

제9장 전달수단으로서 수업매체 165
제1절 수업매체의 개념과 기능 ··············································································166
1. 수업매체의 개념 / 166
2. 수업매체의 기능과 효과 / 167
제2절 수업매체의 역할과 분류 ··············································································168
1. 수업매체의 역할 / 168
2. 수업매체의 분류 / 170
제3절 수업매체의 선정과 활용 ··············································································174
1. 매체의 선정기준 / 174
2. 효과적 매체 선정과 활용을 위한 ASSURE 모형 / 176

제 Ⅳ 부 · 유아교육에서 교육방법의 교육공학적 실천 179
제10장 완전학습을 위한 교수설계와 수업지도안 작성 181
제1절 완전학습과 수업의 개별화 ···········································································182
1. 완전학습과 학습자 특성 분석 / 182
2. 수업의 개별화 / 185
제2절 교육과정의 해석과 교수 ? 학습의 과정 ·························································187
1. 교육과정의 해석과 수업의 준비 / 187
2. 교수 · 학습의 과정 / 188
제3절 체계적인 수업을 위한 교수 · 학습과정안 ·······················································190
1. 교수 · 학습과정안 / 190
2. 교수 · 학습과정안의 형식과 내용 / 191
제4절 유아교육에서 교수설계 ················································································195
1. 유아교육과 교수설계 / 195
2. 유아교육에서 교수설계의 실제 / 196

제11장 교과와 연계된 인성교육 실천 199
제1절 인성교육의 필요성과 방법 ···········································································200
1. 인성교육의 개념과 필요성 / 200
2. 인성교육의 방법 / 201
제2절 교과와 연계된 인성교육 ··············································································203
1. 교과교육에서 인성교육 / 203
2. 교과교육과 연계된 인성교육 / 205
제3절 교과 연계 인성교육의 융합 원리와 실천 ························································209
1. 교과 연계 인성교육의 융합 원리 / 209
2. 융합형 인성교육의 실천 / 211
제4절 유아교육에서 인성교육 ················································································214
1. 유아교육과 인성교육 / 214
2. 유아교육에서 인성교육의 실제 / 215

제12장 수업매체 설계원리와 디지털기술의 진화 217
제1절 교수 ? 학습매체의 설계 ? 제작 원리 ······························································218
1. 교수메시지 설계 개념 / 218
2. 메시지 설계의 기본원리 / 219
제2절 학습 테크놀로지의 활용 ··············································································223
1. e-학습, m-학습과 u-학습 / 223
2. 소셜 미디어의 교육적 활용 / 227
제3절 디지털 학습매체의 활용과 수업혁신 ······························································230
1. 디지털 학습매체의 활용 / 230
2. 수업내실화와 수업혁신 / 231
제4절 유아교육에서 매체활용 ················································································233
1. 유아교육과 매체활용 / 233
2. 유아교육에서 매체활용의 실제 / 234

마무리 장 · 제4차 산업혁명과 교육의 미래 237
제1절 사회변화와 제4차 산업혁명 ·········································································239
1. 사회변화와 교육변화의 방향 / 239
2. 제4차 산업혁명과 핵심역량 / 241
제2절 위험사회의 도래와 테크놀로지 활용 ······························································244
1. 제4차 산업혁명과 위험사회 / 244
2. 위험사회와 학교교육에서 테크놀로지 활용 / 246
제3절 디지털 학습공간의 확장과 학교교육의 미래 ················································· 248
1. 디지털 학습공간의 확장 / 248
2. 학습공간의 확장과 교사역할의 변화 / 250

참고문헌 ············································································································255
찾아보기 ············································································································267