기술교과 교수·학습법 및 평가 수업의 실제

Ⅰ 서론 ·······························································································
1. 학습 목표 ·················································································································· 2
2. 수업 모형 ·················································································································· 3

Ⅱ 교수?학습법 ················································································ 13
1. 프로젝트법(Project method) ······················································································· 14
2. 프로젝트 기반 학습법(PjBL, Project-Based Learning) ··················································· 21
3. 문제중심학습(PBL, PmBL : Problem-Based Learning) ·················································· 35
4. 문제해결법(Problem Solving Method) ·········································································· 44
5. 디자인 싱킹(Design Thinking) ····················································································· 49
6. 공학적 설계 과정 ····································································································· 58
7. 기술교육에서의 공학적 문제해결 과정 ······································································ 60


Ⅲ 협동학습(Cooperative learning) ············································ 71
1. 성취과제분담학습, 팀성취보상학습(STAD, Student Teams Achievement Divisions) ·········· 71
2. 직소(Jigsaw) ············································································································· 74
■협동학습 문제 ·········································································································· 78
3. 팀기반 학습(Team-Based Learning : TBL) ·································································· 79
4. 액티브 러닝(Active Learning) ····················································································· 82
5. 액션 러닝(Action Learning) ························································································ 83
6. 플립 러닝(Flipped Learning) ······················································································· 84
7. 하브루타 학습법 ······································································································ 95
8. 생성형 AI 활용 교수?학습 ························································································ 99
9. 모듈 학습(Modular Learning) ···················································································· 102
10. 토의?토론법 ······································································································· 104
11. 기타 교수?학습법 ································································································ 106
■협동학습 및 교수?학습법 문제 ················································································ 119
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Ⅳ 발명 및 창의공학설계를 위한 사고기법 ···································· 125
1. 문제 확인 기법 ······································································································ 125
2. 발명 및 창의 공학 설계를 위한 확산적 사고 기법 ···················································· 129
3. 발명 및 창의 공학 설계를 위한 수렴적 사고기법 ····················································· 141
4. TRIZ(트리즈) ·········································································································· 146

Ⅵ 평가 ··························································································· 163
1. 평가의 정의 ··········································································································· 163
2. 평가의 종류 ··········································································································· 165
3. 채점기준표(루브릭, rubric) ······················································································· 166
4. 규준참조평가(상대평가)와 준거참조평가(절대평가) ·················································· 171
5. 평가도구의 유형별 장점과 단점 ·············································································· 172
6. 교육 평가의 방법 ·································································································· 172
7. 포트폴리오 평가 ···································································································· 176
8. 기술과의 평가 방향 및 평가 방법 ··········································································· 178
■평가 문제 ··············································································································· 184


Ⅶ 수업 지도안 ··············································································· 185
1. 수업 설계 절차 ······································································································ 185
2. 수업 지도안 작성에 고려할 사항 ············································································ 187
3. 실험?실습 활동 시 안전 및 주의 사항 ····································································· 204
■수업지도안 문제 ····································································································· 206

김성일 세한대학교 교육학부 기술교육과 교수
◇ 학력
ㆍ전북대학교 공과대학 정밀기계공학과 졸업
ㆍ전북대학교 대학원 기계공학과 응용기계 전공(공학석사)
ㆍ전북대학교 대학원 정밀기계공학과 생산공학 전공(공학박사)
◇ 자격증 : 기계기술사, 전산응용가공(CAM)산업기사, 기계설비유지관리자(특급)
◇ 저서 및 논문, 보고서
ㆍAI 시대에 꼭 알아야 할 청소년 기술, 과학, 공학. 교우. 2024.
ㆍ기초부터 쉽게 배우는 정역학. 교우사. 2022.
ㆍ제 4차 산업혁명과 함께 하는 발명 및 창의공학설계 수업의 실제. 교우. 2019.
ㆍ 2015, 2022 개정교육과정 고등학교 기술ㆍ가정 미래엔 집필. 교과의 발명, 창의공학설계, 3D 모델링, 3D
프린터 분야, 자동차, 제도, 로봇 분야.
ㆍ 한국기술교육학회지, 학습자중심교과교육연구, 한국생산제조학회지, 대한공업교육학회지에 다수의
교수ㆍ학습법, 발명, 평가, 창의공학설계, 공학 분야 학술대회 발표 및 논문 발표
ㆍ 발명교사의 전문성 제고를 위한 운영모형 개발 연구 및 발명교사 직무 매뉴얼: 표준작업분석표를 중
심으로[별책 4. 발명교사 직무매뉴얼]. 2012.6~2012.12.
ㆍ발명교사 표준연수 운영매뉴얼. [별책 3. 발명교사 표준연수 운영매뉴얼]. 2012.6~2012.12.
◇ 주요 경력
ㆍ2022 개정 실과(기술ㆍ가정) 교육과정 개발 연구. 공동연구원, 교육과정심의회 전문위원.
ㆍ 대한공업교육학회/한국기술교육학회 부회장, 한국생산제조학회 이사(2003~현재), 대한기계학회이
사, 한국실과교육연구학회 및 한국기계기술학회 이사 역임
ㆍLG전자(주) 생산기술연구원 기술개발연구소(자동화기술개발). 연구원 1990.04.~1992.02
ㆍ전북대학교자동차 분야 국책지원사업단 주임연구원. 1996. 1.~1997. 2.
ㆍ대학기관평가인증/공학인증 평가위원, 교원양성기관 역량진단정성지표 진단 위원
ㆍ 발명진흥회, 한국연구재단, 산학연, 중기청, 산업기술평가원, 중소기업기술개발사업, 국가기술표준
원, 조달청 평가위원 (2011~ 현재)
ㆍ우수논문발표상 5회(한국기술교육학회, 한국기계기술학회, 한국생산제조학회)
ㆍ세한대학교 취업·창업지원센터장. 2015. 6 ~ 2018.01
ㆍ세한대학교 기술교육과 동아리 지도교수 2017. 3~ 현재