그림책으로 시작하는 학급경영 또는 원격교육과 사이버교육 활용의 이해
땅끝
2024-01-25 08:44
484
0
본문
그림책으로 시작하는 학급경영
도서명 : 그림책으로 시작하는 학급경영
저자/출판사 : 수업친구,더불어숲, 학교도서관저널
쪽수 : 314쪽
출판일 : 2022-03-03
ISBN : 9788969151247
정가 : 17000
여는 글. 선생님과 학생들을 잇는 그림책의 힘
1장. 설레는 첫 만남
- 첫 만남, 즐겁게 인사해요 『인사』
- 서로의 마음을 알아보는 자기소개 놀이 『진짜 내 소원』
- 교사의 첫인사를 돕는 그림책 이야기
2장. ‘나’와 ‘너’를 알아가기
- 나의 상징색 찾기 『저 마다 제 색깔』
- 놀고, 말하고, 이해하기 『나랑 놀자!』
- 서로 다른 우리 마음 『아홉 살 마음 사전』
3장. 서로 존중하기
- 특급 칭찬으로 서로의 장점 찾기 『기린은 너무해』
- 친구의 꿈을 응원하기 『완두』
- 생명과 가치 존중하기 『세상에서 가장 멋진 장례식』
- 학교 폭력 예방 교육을 돕는 그림책
4장. 더 많이 이해하기
- 상대의 시선으로 바라보기 『위를 봐요!』
- 새로운 시선으로 세상 보기 『나는 개다』
- 조금 다른 친구 이해하기 『스즈짱의 뇌』
5장. 올바르게 소통하기
- 부드럽게 말해요 『말 상처 처방전』
- 나의 감정을 정확히 표현해요 『곰씨의 의자』
- 감사에도 연습이 필요해요 『살아 있다는 건』
- 매일매일 칭찬 샤워 『에드와르도: 세상에서 가장 못된 아이』
- 우리 반 고민상담소 『내 말 좀 들어주세요, 제발』
- 갈등 상황에서 현명한 해결을 돕는 그림책
6장. 모두 함께 약속하기
- 모두의 행복을 지키는 학급 약속 『최고의 차』
- 모두를 위한 학급자치 『착해야 하나요?』
- 내 삶의 주인이 되는 생활 약속 『노를 든 신부』
- 환경을 생각하는 학급 약속 『우리의 섬 투발루』
- 잔반 없는 급식 약속 『모모모모모』
- 학년 말에 함께 읽기 좋은 그림책
부록. 그림책 학급경영 Q&A, 학급 유형별 4주 계획
원격교육과 사이버교육 활용의 이해
도서명 : 원격교육과 사이버교육 활용의 이해
저자/출판사 : 임철일,김동호,한형종, 교육과학사
쪽수 : 428쪽
출판일 : 2022-03-25
ISBN : 9788925416816
정가 : 20000
3판 서문 ···············································································································3
제1부 원격교육의 개념적 이해
제1장 원격교육의 실제와 개념 ···············································································15
1. 원격교육의 실제와 특성 ··········································································16
1) 원격교육에 대한 관심의 증가 ···························································16
2) 원격교육의 가능성 ··············································································19
3) 원격교육의 미래 ··················································································25
2. 원격교육의 개념 ·······················································································30
1) 원격교육 정의의 구성 요소 ·······························································30
2) 원격교육의 대표적 정의 ····································································35
연습 및 탐구 문제 ·························································································41
참고문헌 ··········································································································43
제2장 원격교육의 역사적 변천 ···············································································45
1. 원격교육의 기술과 이념의 변천 ·····························································46
1) 우편통신 기반 원격교육과 교육 기회의 확대 ································46
2) 방송통신 기반 원격교육과 고등교육의 대중화 ·······························49
3) 정보통신기술 기반의 원격교육과 교육의 질적 향상 ·····················52
2. 국내 원격교육의 변천 ··············································································55
1) 교육방송 시대 ·····················································································56
2) 원격대학의 시대 ··················································································60
3) 사이버대학과 이러닝의 시대 ·····························································62
4) 원격교육의 보편화 ··············································································67
연습 및 탐구 문제 ·························································································69
참고문헌 ··········································································································70
제3장 원격교육의 이론 ··························································································71
1. 원격교육 이론의 필요성 ··········································································72
2. 독립성과 자율성 이론 ··············································································75
1) 웨드마이어의 독립 학습 이론 ···························································75
2) 무어의 독립 학습 이론 ······································································77
3. 교수의 산업화 이론 ·················································································80
4. 상호작용과 의사소통 이론 ······································································85
1) 초기의 상호작용 이론 ········································································85
2) 홈버그의 상호작용 이론 ····································································86
5. 이론의 발전 방향 ·····················································································88
1) 기술의 발전 반영 ················································································88
2) 사회와 학습 관점의 변화 반영 ·························································89
3) 국내 원격교육의 이론: 학습공간확장 이론 ·····································93
연습 및 탐구 문제 ·························································································99
참고문헌 ········································································································100
제2부 원격교육의 개발
제4장 원격교육의 기술과 매체 ·············································································105
1. 원격교육의 매체와 기술의 분류 ··························································106
1) 의사소통 모형 ···················································································106
2) 경험의 원추 ·······················································································109
3) 매체와 기술의 분류 ··········································································111
2. 전통적인 매체와 기술 ···········································································114
1) 인쇄 매체 ···························································································114
2) 라디오와 텔레비전 방송 ··································································117
3) 텔레컨퍼런스 ·····················································································120
3. 컴퓨터와 인터넷 활용 ···········································································126
4. 지능정보 기술 활용 ···············································································129
1) 이러닝 플랫폼과 학습 지원 ····························································129
2) 인공지능 기반 교육 서비스 ····························································131
3) 메타버스 ·····························································································135
5. 매체의 선택과 통합 ···············································································136
연습 및 탐구 문제 ······················································································138
참고문헌 ········································································································139
제5장 원격교육의 체계적 개발 ·············································································141
1. 체계적 개발의 필요성 ···········································································142
2. 원격교육을 위한 체계적 개발 모형 ·····················································147
1) 무어와 키어슬리의 모형 ··································································147
2) 네트워크 기반의 교수체제개발 모형 ·············································148
3) 기업의 이러닝 개발모형 ··································································154
3. 체계적 개발의 주요 원칙 ······································································160
1) 분석 단계의 원칙 ·············································································161
2) 설계 단계의 원칙 ·············································································162
3) 평가 단계의 원칙 ·············································································165
연습 및 탐구 문제 ······················································································167
참고문헌 ········································································································168
제6장 원격교육과정의 설계 ··················································································171
1. 설계의 의미와 관련 지식 ······································································172
2. 전통적 교수설계 전략 ···········································································178
1) 수업의 사태 ·······················································································179
2) 문제중심학습 ·····················································································185
3. 정보 설계 전략 ·······················································································188
1) 문자 중심의 교육 정보 설계 ··························································189
2) 음성, 영상 강의 형태의 정보 설계 ················································194
4. 원격교육의 특수성을 고려한 설계 전략 ·············································197
1) 상호작용 촉진 전략 ··········································································198
2) 자기주도학습 촉진 전략 ··································································201
연습 및 탐구 문제 ······················································································205
참고문헌 ········································································································206
제7장 원격교육의 개발 기술 ················································································209
1. 원격교육의 개발 형태와 기술 ······························································210
2. 인터넷 기반 원격교육 과정의 주요 개발 기술 ··································214
1) 프로그래밍 기술 ···············································································214
2) 오디오 기술 ·······················································································218
3) 비디오 기술 ·······················································································219
3. 최신 기술 ································································································221
1) 엠러닝과 유러닝 ···············································································221
2) 소셜 미디어의 활용 ··········································································225
3) 가상현실과 메타버스 ········································································229
연습 및 탐구 문제 ······················································································234
참고문헌 ········································································································235
제8장 원격교육과정의 운영 ··················································································237
1. 원격교육과정 운영의 의미와 중요성 ···················································238
2. 교수자의 역할과 운영 전략 ··································································243
1) 교수자의 역할 ···················································································243
2) 교수자의 운영 전략 ··········································································246
3. 원격 학습자 특성과 지원 전략 ····························································258
1) 원격학습자 특성 ···············································································258
2) 원격학습자 지원 전략 ······································································263
연습 및 탐구 문제 ······················································································267
참고문헌 ········································································································268
제9장 원격교육의 평가 ·························································································271
1. 평가의 의미와 종류 ···············································································272
1) 학습자 평가와 교육 프로그램 평가 ···············································272
2) 질 관리 ······························································································273
3) 형성평가 ·····························································································277
2. 학습자 평가 ····························································································279
1) 과정의 평가 ·······················································································279
2) 결과의 평가 ·······················································································284
3. 원격교육 프로그램 평가 ········································································288
1) 원격교육 프로그램 효과성 평가 접근 ···········································288
2) 이러닝 프로그램 질 관리 요소 및 모형 ·······································295
3) 기업의 이러닝 평가 준거 ································································299
연습 및 탐구 문제 ······················································································303
참고문헌 ········································································································304
제3부 원격교육의 실제와 연구
제10장 국내 원격교육의 실제 ··············································································309
1. 한국방송통신대학교 ···············································································310
1) 연혁과 현황 ·······················································································310
2) 운영 특징 ···························································································312
2. 인터넷 기반의 원격대학 ········································································315
1) 연혁과 현황 ·······················································································316
2) 운영 특징 ···························································································318
3. 기업의 이러닝 ·························································································321
1) 이러닝 현황 ·······················································································322
2) 운영 특징 ···························································································325
4. 초ㆍ중등 학교의 원격교육 ····································································328
1) 사이버 가정학습의 실시 ··································································328
2) 원격 교육의 전면적 확대(2020~2021) ·········································330
연습 및 탐구 문제 ······················································································335
참고문헌 ········································································································336
제11장 세계 원격교육의 실제 ··············································································339
1. 거대 원격대학의 발전 ···········································································340
1) 남아프리카 대학교 ············································································341
2) 스페인의 국립원격대학교 ································································344
3) 이란의 페이암 누어 대학교 ····························································345
4) 인도네시아의 터부카 대학교 ···························································347
5) 인도의 인디라 간디 국립 개방 대학교 ·········································349
6) 프랑스의 국립원격교육센터 ·····························································352
7) 태국의 수크호타이 타마시라트 개방 대학교 ································354
8) 터키의 아나돌루 대학교 ··································································356
9) 캐나다의 아타바스카대학교 ·····························································358
2. 영국의 개방대학 ·····················································································360
1) 현황 ····································································································361
2) 운영의 특징 ·······················································································365
3. 중국의 국가개방대학 ·············································································367
1) 현황 ····································································································367
2) 운영의 특징 ·······················································································370
4. 미국의 미네르바 대학 ···········································································371
1) 현황 ····································································································372
2) 운영의 특징 ·······················································································375
연습 및 탐구 문제 ······················································································378
참고문헌 ········································································································379
제12장 원격교육 연구 ·························································································381
1. 원격교육의 연구 분류 ···········································································382
2. 원격교육의 연구 결과 ···········································································386
1) 원격교육 이론 연구 ··········································································386
2) 원격교육 기술, 매체 간의 효과성 비교 연구 ·······························389
3) 원격교육 학습 성공 요인 연구 ·······················································390
4) 원격교육과정 설계 연구 ··································································392
5) 정책, 행정, 비용효과성 연구 ··························································394
연습 및 탐구 문제 ······················································································397
참고문헌 ········································································································398
제13장 원격교육의 전망과 과제 ···········································································403
1. 일반 면대면 교육과의 통합 ··································································404
2. 원격교육의 국제화와 이원화 ································································409
3. 원격교육과 시공간의 확장 ····································································411
연습 및 탐구 문제 ······················································································416
참고문헌 ········································································································417
찾아보기 ···········································································································419
댓글목록0