학습자중심 수업설계에 대한 의미 탐색 = Inquiry of meaning on Learner-Centered Instructional Design

국문 초록 (Abstract)

수업을 학생들에게 무엇인가를 가르쳐줌으로써 의도하고 있는 지적․정의적․심동적 행동변화를 이루어보려고 하는 목적 지향적인 활동이라고 정의할 때(Corey, 1971), 이를 전개하기 위한 계획은 필연적인 과정이며 수업의 관련변인을 종합적이고 총체적으로 접근하는 것이 수업설계(instructional design)라고 할 수 있을 것이다. 수업설계이론은 1900년대 초기에 시작되었으며 1950년대 Thorndike의 수업의 과학화(science of instruction)시도, Skinner의 프로그램 수업이론, Gagné와 Briggs의 수업체제이론 등으로 활발히 전개되었으며 구성주의 이론의 대두 이후 새로운 국면에 접어들고 있다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to inquiry of meaning on learner-centered instructional design. To achieve this purpose, constructivism and learner-centered education theory were reviewed. Constructivism was compared with objectivism on learning environment, learning strategy and evaluating method. This study was performed to review the learner-centered instructional design theory base on publication of Korea Association for Learner-centered Curriculum and Instruction. According to this study, researcher identified the meaning of learner-centered instructional design that a set of activities which was to accomplish appropriate objects on learner. And there based on learner and teacher\ s positivity. The characteristic of procedure on learner-centered instructional design was acceptable atmosphere and plentiful environment.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 수업설계이론
• Ⅲ. 학습자중심 수업설계의 의미 탐색
• Ⅳ. 요약 및 결론