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임선빈(Yim, Sun-Bin) 성신여자대학교 교육문제연구소 1997 교육연구 Vol.31 No.-
본고에서는 수업체제설계이론이 수업현상과 결과에 미치는 영향의 중요성을 인식하면서 이제까지 제안된 수업체제설계이론을 중심으로 수업체제설계의 의미를 정립해 보고, 수업체제설계이론의 발달과정과 각각의 발달과정에서 중심이 되었던 이론들의 특징 및 한계점을 살펴보고, 그리고 특히 최근에 소개되고 있는 ISD`s Supersystem 패러다임을 중심으로 앞으로의 수업설계를 위한 발전적 과제에 관하여 논의해 보고자 한다. The phrase 'instructional systems design' has come into usage since 1980s. This phrase is a specific applecation of 'general systems theory.' which means a number of things when applied to instructional design. In this context, a 'system' is an integrated plan of operation of all components of a system, designed to solve a problem or meet a need. And the planning represented by a systems approach implies an analysis of components in a logical order, and careful coordenation of the total effort among the planners. This instructional systems design ha been changed to overcome the traditional instructional systems design. In the process as like, instructional systems design has been developed and devised into a new system. This is very important for instructional systems design as a academic field to develop toward future. The main purpose of this paper is to review of the theoretical trends of instructional systems design that has been proposed so far and to mention some suggestions for effective instructional systems design. To these purposes, I will explore the theoretical Implications of instructional systems design of behaviorism, cognitivism, constructivism, and ISD's Supersystem respectively.
수업설계이론 발달에 기초가 된 교수-학습이론에 관한 이론적 고찰
임선빈(Yim, Sun-Bin) 성신여자대학교 교육문제연구소 1995 교육연구 Vol.29 No.-
The need for better methods of instruction dose not end with public education. Instruction is concerned primarily with how to teach. On the most general level, the area of instruction can be viewed as being comprised of five major activities : design is, as it is to optimizing the process of instructing, concerned with understanding, improving, and applying methods of instruction. An aspect of instructional design have developed out of learning theory, and the other aspect have developed out of media, communications. But the media and communications tradition's contributions to instructional design have been in the from of isolated strategies and principles rather than integrated models and theories (Reigeluth, 1983). The major portion of instructional design's antecedents comes from the traditional learning theory Instructional design's conception can be primarily attributed to Skinner, Gagn?, Bruner, Ausubel. Thish paper reviews these traditional instruction-learning theories based on the instructional design theory. These Theories have had important roles in the development of instrustional design. Skinner's operant conditioning motivated the scientific investigation of instruction as it empirically tested model of instruction. And Skinner developed programmed instruction applied operant conditioning principles Gagn?'s learning hierarchies has provided instructional designers with a rational and procedures for determing what prerequiste knowledge is necessary to support present learning. Brunner proposed a prescriptive instructional theory because instruction was to prescribe optimal methods of increasing learning effect. And he developed a model of instruction based on discovery methods and stages of intellectual development. The essential criterion for discovery learning is that the learner organize into final from the material to be learned. Ausubel developed a model of instruction based on expository methods and cognitive structures. And he proposed the subsumption theory the concept of subsumer, conbinational subsumption, anchoring ide and learning set.