교수설계와 교수체제개발의 최근 경향과 논쟁 : 21세기를 대비하는 교수공학의 지식기반 구축을 위하여

서지정보

ㆍ발행기관 : 한국교육공학회 ㆍ수록지정보 : 교육공학연구 / 12권 / 1호
ㆍ저자명 : 정재삼

목차

I. 서론
II. 연구문제 1 : 교육체제와 교수체제의 관계
III. 연구문제 2 : 교수설계 이론의 경향 및 논쟁
IV. 연구문제 3 : 교수체제개발(ISD) 모형의 경향 및 논쟁
V. 결론
참고문헌

한국어 초록

이 논문의 목적은 패러다임 전환이 시기에 교수설계 (ID)와 교수체제개발 (ISD)에 관련된 최근의 중요한 이슈들의 논의를 통하여 새로운 교수설계 모형의 구축 또는 기존 모형의 문제개선을 위한 지식기반을 마련하는 데에 있다. 교수체제와 그 상위체제인 교육체제의 관계를 통하여 동태적인 환경을 확인하고, 현재까지 많이 사용되어온 교수설계이론과 새롭게 등장하는 이론들을 통하여 어떻게 학습을 개선할 수 있는지를 알아보며, 기존의 교수체제개발에 관련된 여러 모형들을 망라할 수 있는 일반모형 (ADDIE)과 새로 등장하는 모형들을 통하여 ISD에 대한 다양한 접근을 확인한다. 결론적으로 21세기를 대비하는데 도움이 될 수 있는 교수설계와 교수체제개발의 발전을 위한 지식기반을 정리한다.

영어 초록

the purpose of this paper is to build up a knowledge base for the 21st century instructional design and technology through discussing the current trends and critical issues in the field of instructional design (ID) and/ or instructional systems development (ISD).There are three research problems in this paper. First, we identify our current dynamic situation of instructional systems by comparing old and new paradigms of education which is super to or broader than instruction. Second, we conceptualize how to improve teaching - learning process by perusing both active instructional of instructional design theories and emerging ones. Third, we are exposed to various approaches to instructional systems development by probing a generic ISD model, A- D- D- I- E, and emerging and promising models of ISD.As a result of above activities we have an opportunity to synthesize the useful knowledge base for instructional design and technology in the new century. In conclusion, suggested are six characteristics of ID/ ISD that will be viable for the 21th century: First, as shown in Tennyson's ISD4, Business Impact ISD, and Davies' Reinvented ISD Models, the future ID/ ISD will be much more iterative or cyclical than before, Second, needs assessment and program outcome will be tightly linked in terms of overall value and usefulness enhancement. Third, comprehensive interventions including instructional and non- instructional solutions will be implemented in the field. Fourth, Learner - centered activities including learner control will be highly emphasized in the process of learning. The existing effective learning- instructional strategies will be employed in the well- structured domains while alternative methods will be applied in the ill- structured domains of learning. Fifth, CQI (Cont inuous Quality Improvement ) or TQM (Total Quality Management) will be applied in all activities for the purpose of enhancing program effectiveness. Six, the research methodology will be more diver sified in instructional technology field. Especially, developmental research would be essential if the research would be essential if the research purpose is to develop and improve prescriptive theories, process model, and/or instructional practice.

참고 자료

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