실기교육방법론(5판)
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새로운 교수ㆍ학습 방법과 수업 매체를 소개하여 수업의 효과를 높이기 위하여 이번에 다섯 번째 개정판을 발간하게 되었다.
각 장별로 개정 내용의 핵심을 요약해서 제시한다면 다음과 같다.
제1장 ‘실기교육의 의의’, 단원 1. ‘실기교육의 개관’에서는 산업교육진흥 및 산학연협력촉진에 관한 법률의 개정에 따라, 산업교육기관의 정의에 관한 내용을 보완하였다.
제6장 ‘실습과제의 선정과 조직’과 제7장 ‘실습장의 조직과 관리’에서는 전문용어를 적재적소에 정확하게 서술하려고 노력하였다. 아울러 문장도 좀 더 상세하면서도 쉽게 서술하려고 하였다.
제8장 ‘교수ㆍ학습 방법’에서는 단원 4. ‘탐구중심의 수업’에서 블렌디드 러닝과 플립 러닝을 추가하였다.
제9장 ‘수업 매체의 선정’에서는 단원 5. ‘상호작용 매체’ 현재 내용을 모두 삭제하고 새롭게 디지털매체, 스마트 러닝, 소셜 미디어를 소단원으로 설정하여 서술하였다.
제11장 ‘현장실습의 지도’에서는 현장실습에 관련된 법령의 개정사항을 관련된 단원의 내용에 반영하였다. 특히, 직업교육훈련촉진법 시행령에 따른 “현장실습 이수기관의 범위”에 관한 내용을 전면적으로 교체하였으며, 2015 교육과정에 포함되어 있는 특성화고등학교에서의 현장실습의 편성과 운영에 관한 내용과 함께 “특성화고등학교 현장실습 매뉴얼”(교육부, 2013) 및 “학습중심 현장실습의 안정적 정착방안”(교육부, 2018)을 소개하였다. 동 매뉴얼에 나타난 현장실습의 의의와 목적을 관련 단원의 내용으로 추가하고, 현장실습 평가표와 현장실습 추진 절차 등에 관한 내용도 수정하였다. 이어서, 기존의 노동부 고시에서 교육부 고시로 소관부처가 변경된 “현장실습 표준협약서” 내용도 최신 자료로 교체하고, 기타의 현장실습 관련 실무 서식은 삭제하였다. 끝으로, 학교기업과 관련한 내용 중에서 지엽적인 내용은 삭제하고, 학교기업에서의 현장실습에 관한 내용을 전면 수정하였다.
제13장 ‘자격의 개념과 기능’에서는 단원 4. ‘자격제도의 현황’의 내용을 최근의 것으로 전면 개편하여 수정 보완하였다.
각 장별로 개정 내용의 핵심을 요약해서 제시한다면 다음과 같다.
제1장 ‘실기교육의 의의’, 단원 1. ‘실기교육의 개관’에서는 산업교육진흥 및 산학연협력촉진에 관한 법률의 개정에 따라, 산업교육기관의 정의에 관한 내용을 보완하였다.
제6장 ‘실습과제의 선정과 조직’과 제7장 ‘실습장의 조직과 관리’에서는 전문용어를 적재적소에 정확하게 서술하려고 노력하였다. 아울러 문장도 좀 더 상세하면서도 쉽게 서술하려고 하였다.
제8장 ‘교수ㆍ학습 방법’에서는 단원 4. ‘탐구중심의 수업’에서 블렌디드 러닝과 플립 러닝을 추가하였다.
제9장 ‘수업 매체의 선정’에서는 단원 5. ‘상호작용 매체’ 현재 내용을 모두 삭제하고 새롭게 디지털매체, 스마트 러닝, 소셜 미디어를 소단원으로 설정하여 서술하였다.
제11장 ‘현장실습의 지도’에서는 현장실습에 관련된 법령의 개정사항을 관련된 단원의 내용에 반영하였다. 특히, 직업교육훈련촉진법 시행령에 따른 “현장실습 이수기관의 범위”에 관한 내용을 전면적으로 교체하였으며, 2015 교육과정에 포함되어 있는 특성화고등학교에서의 현장실습의 편성과 운영에 관한 내용과 함께 “특성화고등학교 현장실습 매뉴얼”(교육부, 2013) 및 “학습중심 현장실습의 안정적 정착방안”(교육부, 2018)을 소개하였다. 동 매뉴얼에 나타난 현장실습의 의의와 목적을 관련 단원의 내용으로 추가하고, 현장실습 평가표와 현장실습 추진 절차 등에 관한 내용도 수정하였다. 이어서, 기존의 노동부 고시에서 교육부 고시로 소관부처가 변경된 “현장실습 표준협약서” 내용도 최신 자료로 교체하고, 기타의 현장실습 관련 실무 서식은 삭제하였다. 끝으로, 학교기업과 관련한 내용 중에서 지엽적인 내용은 삭제하고, 학교기업에서의 현장실습에 관한 내용을 전면 수정하였다.
제13장 ‘자격의 개념과 기능’에서는 단원 4. ‘자격제도의 현황’의 내용을 최근의 것으로 전면 개편하여 수정 보완하였다.
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출판사 리뷰
출판사 리뷰
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목차
제5판을 내면서 / 3
제4판을 내면서 / 5
제3판을 내면서 / 6
개정판을 내면서 / 7
머리말 / 8
제1부 실기교육의 기초
제1장 실기교육의 의의 ··························································17
1. 실기교육의 개관 ························································19
2. 산업교원의 역할과 자질 ················································25
3. 학습자의 조건 ··························································30
제2장 학습이론의 이해 ··························································41
1. 행동주의 학습이론 ······················································43
2. 인지주의 학습이론 ······················································50
3. 인간주의 학습이론 ······················································59
제3장 기능의 학습과 교수 ·······················································69
1. 근골격 체계와 운동 기능 ···············································71
2. 기능의 학습 ·····························································76
3. 기능의 교수원리 ························································85
제4장 실기 수업과정의 모형 ····················································99
1. 학습과 수업 ···························································101
2. 일반 수업과정 모형 ····················································104
3. 4단계 실기지도 모형 ··················································116
4. 실기수업모형의 실례 ···················································124
제2부 실기교육의 계획
제5장 수업계획과 수업목표 ····················································135
1. 수업계획의 의의 ·······················································137
2. 수업목표의 분류 ·······················································143
3. 수업목표의 진술 ·······················································154
제6장 실습과제의 선정과 조직 ·················································163
1. 직무분석 ·······························································165
2. 교육ㆍ훈련 방법과 실습과제 선정 ·····································180
3. 실습과제의 조직 ·······················································189
4. 실기지도를 위한 학습지도안 ···········································202
제7장 실습장의 조직과 관리 ···················································217
1. 실습장의 조직 ·························································219
2. 실습장 운영과 관리 ····················································239
3. 안전교육 ·······························································251
제3부 실기교육의 전개
제8장 교수ㆍ학습 방법 ·························································265
1. 교수ㆍ학습 방법의 선정 ···············································267
2. 강의ㆍ토의 중심의 수업 ···············································271
3. 활동중심의 수업 ·······················································281
4. 탐구중심의 수업 ·······················································288
5. 모듈 중심의 수업 ······················································303
제9장 수업 매체의 선정 ························································317
1. 수업 매체의 선정 ······················································319
2. 비투사형 매체 ·························································329
3. 투사형 매체 ···························································332
4. 시청각 매체 ···························································335
5. 상호작용 매체 ·························································338
제10장 실험ㆍ실습의 지도 ·····················································347
1. 실험ㆍ실습 지도의 정의 ···············································349
2. 실험ㆍ실습 지도의 방법 ···············································352
3. 실험ㆍ실습을 통한 습관 개발 ··········································372
제11장 현장실습의 지도 ························································379
1. 현장실습의 개념 ·······················································381
2. 현장실습의 계획과 운영 ···············································390
3. 학교기업을 통한 현장실습 ·············································406
4. 현장실습과 직장예절 ···················································411
제4부 실기평가
제12장 실기평가 ································································423
1. 실기평가의 의의 ·······················································425
2. 실기평가의 영역 ·······················································431
3. 실기평가의 절차 ·······················································438
4. 학습 안내서와 수행평가 ···············································459
제13장 자격의 개념과 기능 ····················································479
1. 자격의 의의 ···························································481
2. 자격의 기능과 요건 ····················································487
3. 자격의 유형 ···························································492
4. 자격제도의 현황 ·······················································497
찾아보기 ··································································506
제4판을 내면서 / 5
제3판을 내면서 / 6
개정판을 내면서 / 7
머리말 / 8
제1부 실기교육의 기초
제1장 실기교육의 의의 ··························································17
1. 실기교육의 개관 ························································19
2. 산업교원의 역할과 자질 ················································25
3. 학습자의 조건 ··························································30
제2장 학습이론의 이해 ··························································41
1. 행동주의 학습이론 ······················································43
2. 인지주의 학습이론 ······················································50
3. 인간주의 학습이론 ······················································59
제3장 기능의 학습과 교수 ·······················································69
1. 근골격 체계와 운동 기능 ···············································71
2. 기능의 학습 ·····························································76
3. 기능의 교수원리 ························································85
제4장 실기 수업과정의 모형 ····················································99
1. 학습과 수업 ···························································101
2. 일반 수업과정 모형 ····················································104
3. 4단계 실기지도 모형 ··················································116
4. 실기수업모형의 실례 ···················································124
제2부 실기교육의 계획
제5장 수업계획과 수업목표 ····················································135
1. 수업계획의 의의 ·······················································137
2. 수업목표의 분류 ·······················································143
3. 수업목표의 진술 ·······················································154
제6장 실습과제의 선정과 조직 ·················································163
1. 직무분석 ·······························································165
2. 교육ㆍ훈련 방법과 실습과제 선정 ·····································180
3. 실습과제의 조직 ·······················································189
4. 실기지도를 위한 학습지도안 ···········································202
제7장 실습장의 조직과 관리 ···················································217
1. 실습장의 조직 ·························································219
2. 실습장 운영과 관리 ····················································239
3. 안전교육 ·······························································251
제3부 실기교육의 전개
제8장 교수ㆍ학습 방법 ·························································265
1. 교수ㆍ학습 방법의 선정 ···············································267
2. 강의ㆍ토의 중심의 수업 ···············································271
3. 활동중심의 수업 ·······················································281
4. 탐구중심의 수업 ·······················································288
5. 모듈 중심의 수업 ······················································303
제9장 수업 매체의 선정 ························································317
1. 수업 매체의 선정 ······················································319
2. 비투사형 매체 ·························································329
3. 투사형 매체 ···························································332
4. 시청각 매체 ···························································335
5. 상호작용 매체 ·························································338
제10장 실험ㆍ실습의 지도 ·····················································347
1. 실험ㆍ실습 지도의 정의 ···············································349
2. 실험ㆍ실습 지도의 방법 ···············································352
3. 실험ㆍ실습을 통한 습관 개발 ··········································372
제11장 현장실습의 지도 ························································379
1. 현장실습의 개념 ·······················································381
2. 현장실습의 계획과 운영 ···············································390
3. 학교기업을 통한 현장실습 ·············································406
4. 현장실습과 직장예절 ···················································411
제4부 실기평가
제12장 실기평가 ································································423
1. 실기평가의 의의 ·······················································425
2. 실기평가의 영역 ·······················································431
3. 실기평가의 절차 ·······················································438
4. 학습 안내서와 수행평가 ···············································459
제13장 자격의 개념과 기능 ····················································479
1. 자격의 의의 ···························································481
2. 자격의 기능과 요건 ····················································487
3. 자격의 유형 ···························································492
4. 자격제도의 현황 ·······················································497
찾아보기 ··································································506
저자
저자
이무근
서울대학교 농과대학 농생물학과 졸업(농학사), 서울대학교 교육대학원 졸업(교육학 석사: 실업교육 전공), 일리노이대학교(UIUC) 졸업(Ph.D: 직업ㆍ기술교육전공)
서울대학교 농산업교육과 교수, 한국직업능력개발원 초대원장, 경일대학교 총장, 동명대학교 총장, 한국과학기술한림원 이사장 역임
현재: 서울대학교 명예교수
저서: 직업교육학원론, 진로와 직업, 직업교육과정과 평가, 전문대학교육론, 직업교육의 전개(역), 꿈꾸는 진로여행, 교육 정책의 역사적 변동과 전망(공저) 등 다수
서울대학교 농산업교육과 교수, 한국직업능력개발원 초대원장, 경일대학교 총장, 동명대학교 총장, 한국과학기술한림원 이사장 역임
현재: 서울대학교 명예교수
저서: 직업교육학원론, 진로와 직업, 직업교육과정과 평가, 전문대학교육론, 직업교육의 전개(역), 꿈꾸는 진로여행, 교육 정책의 역사적 변동과 전망(공저) 등 다수
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