좋은 대학 강의 만들기

머 리 말 ·················································································································································· ⅲ
차 례 ························································································································································ ⅴ
수업의 매력성과 강의계획서 ········································································································· ⅶ
워크북 활용 안내 ································································································································ ⅶ
CHAP. 01 매력성을 수시로 점검한다. ······················································································· 01
CHAP. 02 강의계획서를 넘어선다. ······························································································ 07
CHAP. 03 강의계획서는 교수자의 초대장이다. ····································································· 12
CHAP. 04 객관주의와 구성주의의 균형을 찾는다. ······································································ 18
CHAP. 05 진정성 있는 권위를 활용한다. ················································································· 24
CHAP. 06 학생들에게 이정표를 제시한다. ··············································································· 30
CHAP. 07 교육방법은 내용과 학습자의 특징을 반영한다. ··············································· 37
CHAP. 08 학생 이해를 통해 강의수준을 결정한다. ····························································· 47
CHAP. 09 내용의 흐름은 혼합형의 예술이다. ········································································· 54
CHAP. 10 오류를 최소화한다. ········································································································ 59
CHAP. 11 강의평가의 핵심은 소통이다. ···················································································· 65
CHAP. 12 강의계획서를 진단한다. ······························································································· 72
CHAP. 13 강의계획서 개선 연습 01 ··························································································· 80
CHAP. 14 강의계획서 개선 연습 02 ···························································································· 86
CHAP. 15 강의계획서 개선 연습 03 ··························································································· 99
CHAP. 16 강의계획서 개선 연습 04 ·························································································· 105
에 필 로 그 ············································································································································ 122
찾 아 보 기 ············································································································································ 123
참 고 문 헌 ············································································································································ 124
저 자 소 개 ············································································································································ 125

좋은 강의는 대학을 살리는 지름길이다. 교수자의 교육철학이 분명하고 가르치는 전문성이 진정으로 학생들의 미래를 위해 발휘될 때 대학은 발전한다. 이제 대학은 더 이상 중세 엘리트들만의 전유물이 아니다. 대학은 시대의 트렌드에 맞추어 변화되고 있으며 보다 많은 대중들을 위한 대학으로 변화하고 있다. 이 시대의 좋은 강의는 학생들의 눈높이에서 시작되어 미래 비전을 향하여 함께 그림을 그리는 과정이어야 한다. 지속가능한 대학, 발전하는 대학은 좋은 강의를 실행하는 곳이다.

좋은 강의가 무엇인가라는 의문이 제기될 수 있다. 저마다의 기대가 다른 상황에서 좋다 나쁘다를 쉽게 논의할 수는 없을 것이다. 이에 대한 본서의 입장은 분명하다. 좋은 강의는 학생들이 자발적으로 활동하도록 체계적으로 지원하는 강의이다. 강의의 시작은 교수자가 하지만 강의의 혜택은 학생들의 몫이다. 좋은 강의에서는 학생들이 스스로 탐구하고 관계를 맺으며 그들의 발전을 추구해가면서 그 과정을 스스로 성찰하고 성과를 향유하는 것이 중요하다.

좋은 강의를 위한 출발은 좋은 강의계획서에서 시작된다. 좋은 강의계획서란 기본이 탄탄한 강의계획서라 할 수 있다. 혹, 강의계획서에 대해 큰 의미를 두지 않아도 좋은 강의를 할 수 있는 교수자들도 있을 것이다. 그러나 강의계획서는 강의 시작 전에 교수자가 그리는 강의의 모습을 확인할 수 있게 한다. 그럼으로써 강의의 효과성, 효율성, 매력성이 높아진다. 따라서 좋은 강의계획서를 준비하는 과정에서 다양한 이슈들을 점검하고 강의 실행 전략을 구체화할 필요가 있다.

강의계획서는 학생들과의 만남을 가능케 하는 초대장이므로 핵심내용들이 가능한 깔끔하게 제시될 필요가 있다. 본서는 대학교수들을 위해 강의계획서 작성에 필요한 핵심사항들을 가능한 쉽게 설명하고자 하였다. 본서의 내용이 강의계획서의 모든 내용을 담아낼 수는 없지만 1장부터차분히 읽어 내려가면 좋은 강의를 만들어 가는 과정에서 강의계획서에 어떤 것을 담아내면 좋을지 교수자 나름의 아이디어를 얻는데 도움이 될 것이다.

본서를 준비하는 과정에서 함께 강의계획서를 개선한 신지은, 안희정 선생님 그리고 자신들의 강의 수강 성찰의견을 제공해 준 권민영, 배진경, 이혜원, 이혜정, 조하늘, 황수민에게 감사를 표한다.
2022년 1월 송천동 연구실에서
저자 송 상 호 씀