백워드 모형의 수업설계

다국어 초록 (Multilingual Abstract)

Based on the analysis of the backward design theory, this study analyzed and compared the teaching and learning plan of the backward instructional design and that of Korean elementary school. Then it explored whether it was reasonable to introduce and apply the backward instructional design to Korean education curriculum.
The backward instructional design refers to the instructional design with reverse procedures that devise a specific evaluation plan before selecting the contents of instruction. The instructional design form unbound to traditional instructional procedures has already been seen in the Dick and Carey systems approach model for designing instruction and Morrison, Ross and Kemp model for instructional design. The backward instructional design is both an achievement standards-centered instructional design with specific objects at the lower part and a pro-evaluation instructional design that develops teaching and learning activities after deciding acceptable evidences. The backward instructional design is based on two theoretical backgrounds. Its form and contents are based on Tylor's goal model and Bruner's discipline-centered curriculum respectively. The backward unit design goes through three stages. At first stage, the goal and questions of unit are developed. In this stage, questions including "enduring understanding" or "big concepts", in other words limited unit questions rather than essential questions are developed. At second stage, an evaluation plan is devised. In this stage "acceptable evidence" that proves learners have understood sufficiently is decided. At third stage, learning experience and instruction are developed. The development of instruction follows the procedural principles of "WHERE".
These backward designs are characterized by "an ongoing curriculum" centered on achievement standards and authentic evaluation-oriented curriculum in the transition from the 6th national education curriculum to the 7th education curriculum. Especially, since the 7th education curriculum, the efforts to secure the appreciate evaluation of school education has increasingly grown. Also, traditional evaluation practices are demanded to convert a thought process-centered evaluation and an evaluation that allows the development of high level of mental function. That is, "an authentic evaluation" that makes children involve in worthy, important and meaningful tasks is being demanded. In spite of this paradigm, the evaluation of our education field has not significantly changed. That is because the work of finding a methodically clear resolution is still insufficient, though evaluation is getting important in response of the needs of the time. Therefore, the model for backward instructional design where an evaluation is included into education curriculum and instruction activities and carried out is quite attractive.
The analysis and comparison of teaching and learning plans of Korean elementary school and backward design show that the two plans are substantially different in the level of emphasis on an evaluation. The backward unit design is practical and useful, because specific tasks that "seem plausible in reality" are primarily presented and developed as teaching and learning activity after desired results are set through composition questions. In the teaching and learning plan of Koran elementary school, statement about an evaluation method other than a formative evaluation can not be found. Although in education field, a performance evaluation is considered necessary and being carried out, the plan for the performance evaluation is devised and employed irrelevantly to teaching and learning plan. It is worthwhile to apply the backward instructional design to our education field in that an evaluation being carried out while developing instruction contents, an evaluation being completed with the cumulation of continual learning contents and an evaluation that can lead to the development of complex and comprehensive high level of mental function can be carried out with teaching and learn activity.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 백워드 모형의 이해 3
• 1. 수업과 수업설계 3
• 2. 백워드 모형 6
• 가. 백워드 모형의 시대적 배경 6
• 나. 역순의 절차를 가진 모형 7
• 다. 백워드 모형의 이론적 배경 11
• 라. 백워드 모형의 특성 14
• 3. 백워드 단원 설계 17
• 가. 제1단계 : 단원의 목적과 질문 개발 17
• 나. 제2단계 : 평가 계획 19
• 다. 제3단계 : 학습 경험과 수업의 전개 20
• Ⅲ. 우리나라 교육과정 변천과 백워드 모형 22
• 1. 성취기준과 우리나라 교육과정 23
• 가. 성취기준과 ‘만들어 가는 교육과정’ 24
• 나. ‘만들어 가는 교육과정’으로의 개정 25
• 2. 평가와 우리나라 교육과정 27
• 가. 교육과정 변천과 평가의 위치 27
• 나. 제7차 교육과정 평가관과 백워드 모형 31
• 3. 실천적 방법론으로서의 백워드 모형 35
• 가. 성취기준의 적용 35
• 나. 학습 평가의 패러다임 전환 38
• Ⅳ. 백워드 모형의 실제 42
• 1. 단원의 목적 진술 42
• 가. 구성 질문 43
• 나. 질문 만들기 45
• 2. 교수-학습 지도안의 실제 49
• 가. 단원 개관 50
• 나. 단원 목표 진술 53
• 다. 교수-학습 활동 전개 59
• 라. 지도 계획 65
• Ⅴ. 결 론 68
• 참고 문헌 71
• 영문 초록 75