초등학생의 자기주도적 학습력을 극대화하는 블렌디드 러닝 환경 및 수업모델 개발

다국어 초록 (Multilingual Abstract)

목차 (Table of Contents)

• Ⅰ. 서론 ········································································································································1
• 1. 연구의 필요성 및 목적 ······································································································1
• 가. 코로나 19와 교육 패러다임의 전환 ············································································1
• 나. 교육환경의 변화에 대응하기 위한 블렌디드 러닝 ··················································2
• 다. 블렌디드 러닝 환경 조성 및 운영 필요 ····································································3
• 라. 자기주도 학습력 신장을 위한 블렌디드 수업모델 개발 필요 ······························4
• 2. 연구 내용 및 방법 ··············································································································5
• 가. 블렌디드 러닝 환경 조성 및 수업모델 개발 선행연구 분석 ································5
• 나. 블렌디드 러닝에 관한 교사, 학생, 학부모 요구 분석 ············································5
• 다. 자기주도 학습력 극대화를 위한 블렌디드 러닝 수업 모델 개발 ························5
• Ⅱ. 선행연구 분석 ······················································································································6
• 1. 블렌디드 러닝과 블렌디드 이러닝의 개념 ····································································6
• 2. 블렌디드 러닝의 특성 ········································································································9
• 3. 블렌디드 러닝 모형과 설계 요소 ··················································································10
• 가. 블렌디드 러닝의 학습모형 ··························································································10
• 나. 블렌디드 러닝의 영역과 요소 ····················································································11
• 4. 블렌디드 적용 관련 연구 ································································································12
• 5. 블렌디드 러닝 모형 관련 연구 ······················································································15
• 가. 충북형 블렌디드 러닝의 구조 ····················································································15
• 나. 하이퍼 블렌디드 모형 ··································································································18
• 6. 충북 블렌디드 러닝 사례 분석 ······················································································19
• 가. 충북형 블렌디드 러닝의 수업자료 분석 ··································································19
• 나. 충북 학생중심 원격수업 사례집 분석 ······································································22
• Ⅲ. 블렌디드 러닝 환경 및 수업 모형 개발 요구분석 ····················································24
• 1. 표적집단면접 실시 ············································································································24
• 2. 표적집단면접 결과 분석 ··································································································27
• 가. 교사 집단 ························································································································27
• 나. 학생 집단 ························································································································31
• 다. 학부모 집단 ····················································································································33
• 라. 올라인 튜터 관련 집단 ································································································35
• Ⅳ. 블렌디드 러닝 모델 EduCare ·······················································································37
• 1. 모델 설계 ····························································································································37
• 가. 설계 절차 ························································································································37
• 나. 블렌디드 러닝 모델 EduCare ···················································································38
• 다. EduCare 모델의 구조 ···································································································40
• 2. EduCare 수업 모델 ·········································································································41
• 가. 학습 꾸러미 활용 모델 ································································································42
• 나. 실시간 상호 피드백 모델 ····························································································45
• 다. 전문가 협력 모델 ··········································································································48
• 라. 디지털 모둠 상호작용 모델 ························································································51
• 마. 상호작용 기반 플립러닝 모델 ····················································································54
• 바. 메타버스 기반 상호작용 모델 ····················································································57
• 3. 전문가 집단 평가 ··············································································································60
• Ⅴ. 결론 및 제언 ······················································································································62
• 1. 결론 ······································································································································62
• 2. 제언 ······································································································································66
• 가. 운영 가이드 라인 ··········································································································66
• 나. 교사의 전문성 강화 ······································································································67
• 다. 인프라 지원 ··················································································································68
• 참고문헌 ·····································································································································69