자료검색

이 책은 거꾸로학습을 처음 시작하는 대학교, 초 ㆍ 중등학교의 교수자 및 교수설계자들이 체계적인 절차 속에 설계, 개발, 실행, 평가를 전개할 수 있도록 안내해주는 실제적인 업무지침서(practical manual)를 지향하고 있다. 또한 이미 플립드러닝을 실행하고 있는 현장의 교수자와 교수설계자들에게는 더 나은 향상을 위한 직무안내서(job-aids for performance improvement)가 되는 데도 주안점을 두고 있다. 이와 더불어, 이 책은 거꾸로학습으로 교육하기 위해 실제로 수업을 설계하고 평가까지 시행하는 교수자 및 교육설계자들이, 체계적인 단계별로(step-by-step) 활용할 수 있도록 교수체제와 전략을 구성했다. 또한 교수자 및 교수설계자들이 특유의 수업상황에 따라 선택적으로 구현 가능하도록 실천적인 기법과 사례를 그 체계 속에 담았다.

이 책은 거꾸로학습을 처음 시작하는 대학교, 초.중등학교의 교수자 및 교수설계자들이 체계적인 절차 속에 설계, 개발, 실행, 평가를 전개할 수 있도록 안내해주는 실제적인 업무지침서(practical manual)를 지향하고 있다. 또한 이미 플립드러닝을 실행하고 있는 현장의 교수자와 교수설계자들에게는 더 나은 향상을 위한 직무안내서(job-aids for performance improvement)가 되는 데도 주안점을 두고 있다. 이와 더불어, 이 책은 거꾸로학습으로 교육하기 위해 실제로 수업을 설계하고 평가까지 시행하는 교수자 및 교육설계자들이, 체계적인 단계별로(step-by-step) 활용할 수 있도록 교수체제와 전략을 구성했다. 또한 교수자 및 교수설계자들이 특유의 수업상황에 따라 선택적으로 구현 가능하도록 실천적인 기법과 사례를 그 체계 속에 담았다.

머리말 / 3

제1장 | 왜 거꾸로학습(Flipped learning) 이어야 하는가?
Ⅰ 고차원 학습목표 달성에서 비교 우위 ······················································ 13
Ⅱ 교수자 및 또래와 함께 학습사회에서 이루어지는 배움 ··························· 20
Ⅲ 효과성(effectiveness) 및 효율성(efficiency) ······································ 22
Ⅳ 선호도 및 만족도 ····················································································· 26
Ⅴ 메타 연구(Meta-Analysis) ·································································· 29

제2장 | 포괄적 교수설계체제(Overarching Instructional design systems)
Ⅰ 플랫폼 교수전략(platform instructional strategies) ·························· 37
Ⅱ 적응환경 수립전략 ·················································································· 56
Ⅲ 평가 전략 ································································································ 61
Ⅳ 학부모와의 의사소통전략 ········································································ 73

제3장 | 디딤수업(Out-of-Class Instruction) 교수설계체제
Ⅰ 디딤영상 개발 전략 ················································································· 84
Ⅱ 적응환경 구축전략 ·················································································· 92
Ⅲ 자율학습 촉진전략 ·················································································· 98
Ⅳ 차별화된 직접교수 전략 ········································································ 115

제4장 | 교실수업(In-Class Instruction) 및 후속활동(Follow-up activities) 교수설계체제
Ⅰ 학습환경 설계전략 ················································································ 141
Ⅱ 디딤수업 완수 점검전략 ········································································ 149
Ⅲ 일반적 교수전략 ···················································································· 157
Ⅳ 개별화(Individualized) 및 수준별(Differentiated) 교수전략 ············· 170
Ⅴ 후속 학습활동 교수전략 ········································································ 177

제5장 | 거꾸로 복합학습(Flipped Complex learning)
Ⅰ 거꾸로 프로젝트학습(Flipped project-based learning) ··················· 188
Ⅱ 거꾸로 문제중심학습(Flipped problem-based learning) ················ 200
Ⅲ 거꾸로 탐구기반학습(Flipped inquiry-based learning) ··················· 207
Ⅳ 기타 복합학습과의 통합 ········································································ 216

제6장 | 거꾸로 완전학습(Flipped Mastery Learning)
Ⅰ 완전학습 점검(Mastery check) ·························································· 224
Ⅱ 거꾸로 완전학습의 일상(A day in a flipped mastery course) ········· 231
Ⅲ 진도 관리 체제(Progress Management System) ···························· 233
Ⅳ 총괄 평가 ······························································································ 242

■참고문헌 ·································································································· 244