제 3 주 강의계획서 작성
1. 왜 강의계획서를 작성하는가?
Ÿ Ÿ Ÿ Ÿ
2. 강의계획서를 작성하기 전에 고려해야 하는 것은 무엇인가?
Ÿ 교육철학 : 교수-학습에 대한 기본 가정
- Teaching Perspectives Inventory(http://www.teachingperspectives.com/) Ÿ 교수전략 : 강의 전체 교수방법
- 학습자 참여 방법 - 연습과 피드백 - 현장과의 연계 Ÿ 교수-학습 환경
- 교실 환경 - 매체 - 현장 방문
3. 강의계획서를 작성하는 절차는 어떻게 되는가?
Ÿ 학습의 결과와 평가방법을 명확하게 진술한다.
Ÿ 수업내용을 명시한다.
Ÿ 학습자의 학습참여를 구조화한다.
Ÿ 수업자료 또는 자원을 개발·확보한다.
Ÿ 학습자의 학습에 초점을 맞춰 수업계획서를 작성한다.
4. 강의계획서의 주요 내용은 무엇인가
Ÿ 강의계획서 검목표
5. 강의계획서는 어떻게 활용되는가?
Ÿ 학습자와 교수자가 수업 전에 미리 접촉할 수 있도록 한다.
Ÿ 사용가능한 학습자원을 알려준다.
Ÿ 학습계약으로 활용한다.
6. 좋은 학습목표는 무엇인가?
가. 누구든지 동일하게 해석한다.
나. 과정이 아닌 학습의 결과를 기술한 것이다.
다. 교수자가 아닌 학습자가 보여줄 행동/결과이다.
라. 모든 교수/학습 활동을 수립할 때 기초자료로 활용된다.
마. 평가에 의해 달성여부를 확인할 수 있도록 진술되어 있다.
바. 수행, 수행조건, 수행의 판단 준거가 포함되어 있다.
사. 하나의 문장에 한 가지 수행이 진술되어 있다.
강의계획서 점검표
※ 활용방법 : 준비한 수업계획서에 대해 아래의 항목들을 확인하여 각각에 대해 만족할 만한 정보가 주어져 있는 경우에 ‘예’에 표시하고, 그렇지 않으 면 ‘아니오’에 표시한다.
점검내용 예 아니오
강의 기본 정보 : 강의명, 학수번호, 시간, 장소, 시수
강사 기본 정보 : 연락처(전화번호, 이메일, 장소), 상담시간, 약력 (홈페이지)
강의 수강 조건 : 대상학년, 선수과목, 기타 요구 사항
강의 지원 인력 및 자료 : 조교, 실험실, 추가 자료
강의 교재 및 참고자료
강의 개요(목적)
학습 목표(학습자가 보여줄 최종 행동)
평가 방법
주별 강의 세부 계획
주별 일시 명시 (공휴일, 시험 기간 명시)
주별 수업 내용
주별 수업 중 활동
주별 과제물 기술 및 제출 기한 명시
평가 요소별 구체적인 방법진술
과제물 평가 기준
문항 응답 문항 응답 문항 응답 문항 응답 문항 응답
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
41 42 43 44 45
46 47 48 49 50
합계
Teaching Perspectives Inventory
Different Educational BELIEFS:
What do you believe about instructing or teaching?
Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree
ITEM SD D N A SA
1. Learning is enhanced by having predetermined objectives.
2. To be an effective teacher, one must be an effective practitioner.
3. Most of all, learning depends on what one already knows.
4. It's important that I acknowledge learners' emotional reactions.
5. My teaching focuses on societal change, not the individual learner.
6. Teachers should be virtuoso performers of their subject matter.
7. The best learning comes from working alongside good practitioners.
8. Teaching should focus on developing qualitative changes in thinking.
9. In my teaching, building self-confidence in learners is a priority.
10. Individual learning without social change is not enough.
11. Effective teachers must first be experts in their own subject areas.
12. Knowledge and its application cannot be separated.
13. Teaching should build upon what people already
For each statement, select the response that best represents your Agreement or Disagreement.
Different Educational INTENTIONS:
What do you try to accomplish in your instruction or teaching?
Never | Rarely | Sometimes | Usually | Always
ITEM N R S U A
16. My intent is to prepare people for examinations.
17. My intent is to demonstrate how to perform or work in real situations.
18. My intent is to help people develop more complex ways of reasoning.
19. My intent is to build people's self-confidence and self-esteem as learners.
20. My intent is to challenge people to seriously reconsider their values.
21. I expect people to master a lot of information related to the subject.
22. I expect people to know how to apply the subject matter in real settings.
23. I expect people to develop new ways of reasoning about the subject matter.
24. I expect people to enhance their self-esteem through my teaching.
25. I expect people to be committed to changing our society.
26. I want people to score well on examinations as a result of my teaching.
27. I want people to understand the realities of working in the real world.
28. I want people to see how complex and inter-related things really are.
29. I want to provide a balance between caring and challenging as I teach.
30. I want to make apparent what people take for granted about society.
For each statement, select the response that best represents how OFTEN it represents your educational intention.
Different Educational ACTIONS:
What do you do when instructing or teaching?
Never | Rarely | Sometimes | Usually | Always
ITEM
N R S U A
31. I cover the required content accurately and in the allotted time.
32. I link the subject matter with real settings of practice or application.
33. I ask a lot of questions while teaching.
34. I find something to compliment in everyone's work or contribution.
35. I use the subject matter as a way to teach about higher ideals.
36. My teaching is governed by the course objectives.
37. I model the skills and methods of good practice.
38. I challenge familiar ways of understanding the subject matter.
39. I encourage expressions of feeling and emotion.
40. I emphasize values more than knowledge in my teaching.
41. I make it very clear to people what they are to learn.
42. I see to it that novices learn from more experienced people.
43. I encourage people to challenge each others' thinking.
44. I share my own feelings and expect my learners to do the same.
45. I link instructional goals to necessary changes in society.
Transmission
Effective teaching requires a substantial commitment to the content or subject matter. Good teaching means having mastery of the subject matter or content. Teachers' primary responsibilities are to represent the content accurately and efficiently. Learner's responsibilities are to learn that content in its authorized or legitimate forms. Good teachers take learners systematically through tasks leading to content mastery: providing clear objectives, adjusting the pace of lecturing, making efficient use of class time, clarifying misunderstandings, answering questions, providing timely feedback, correcting errors, providing reviews, summarizing what has been presented, directing students to appropriate resources, setting high standards for achievement and developing objective means of assessing learning. Good teachers are enthusiastic about their content and convey that enthusiasm to their students. For many learners, good transmission teachers are memorable presenters of their content.
Apprenticeship
Effective teaching is a process of socializing students into new behavioral norms and ways of working. Good teachers are highly skilled practitioners of what they teach. Whether in classrooms or at work sites, they are recognized for their expertise. Teachers must reveal the inner workings of skilled performance and must translate it into accessible language and an ordered set of tasks which usually proceed from simple to complex, allowing for different points of entry depending upon the learner's capability. Good teachers know what their learners can do on their own and where they need guidance and direction; they engage learners within their 'zone of development'. As learners mature and become more competent, the teacher's role changes; they offer less direction and give more responsibility as students progress from dependent learners to independent workers.
Developmental
Effective teaching must be planned and conducted "from the learner's point of view". Good teachers must understand how their learners think and reason about the content. The primary goal is to help learners develop increasingly complex and sophisticated cognitive structures for comprehending the content. The key to changing those structures lies in a combination of two skills: (1) effective questioning that challenges learners to move from relatively simple to more complex forms of thinking, and (2) 'bridging knowledge' which provides examples that are meaningful to the learner. Questions, problems, cases, and examples form these bridges that teachers use to transport learners from simpler ways of thinking and reasoning to new, more complex and sophisticated forms of reasoning. Good teachers adapt their knowledge to learners' levels of understanding and ways of thinking.
Nurturing
Effective teaching assumes that long-term, hard, persistent effort to achieve comes from the heart, not the head. People become motivated and productive learners when they are working on issues or problems without fear of failure. Learners are nurtured in knowing that (a) they can succeed at learning if they give it a good try; (b) their achievement is a product of their own effort and ability, rather than the benevolence of a teacher; and (c) their learning efforts will be supported by both teacher and peers. Good teachers care about their students and understand that some have histories of failure resulting in lowered self-confidence. However they make no excuses for learners. Rather, they encourage their efforts while challenging students to do their very best by promoting a climate of caring and trust, helping people set challenging but achievable goals, and supporting effort as well as achievement. Good teachers provide encouragement and support, along with clear expectations and reasonable goals for all learners but do not sacrifice self-efficacy or self-esteem for achievement. Their assessments of learning consider individual growth as well as absolute achievement.
Social Reform
Effective teaching seeks to change society in substantive ways. From the Social Reform point of view, the object of teaching is the collective rather than the individual. Good teachers awaken students to values and ideologies that are embedded in texts and common practices within their disciplines. Good teachers challenge the status quo and encourage students to consider how learners are positioned and constructed in particular discourses and practices.
To do so, they analyze and deconstruct common practices for ways in which such practices e apetuate conditions that are unacceptable. Class discussion is focused less on how knowledge has been created, and more by whom and for what purposes. Texts are interrogated for what is said and what is not said; what is included and what is excluded;
who is represented and who is omitted from the dominant discourse. Students are encouraged to take critical stances to give them power to take social action to improve their
분류 내용
강의 준비
강의 계획 및 주제 잡기 강의 노트 작성법 강의 자료 작성법 교재 선택법
e-learning 강의자료 개념 및 제작법 멀티미디어형 PPT 제작 및 활용 동영상 수업자료 제작 및 활용
학습자 관리
효율적인 강의를 위한 학생, 조교간 협력법 효과적인 학생 상담
학생 관리 기법
학생과의 의사소통 기법 학생에 대한 이해
교수 방법
교수-학습 개론 우수강의 사례연구 프리젠테이션 발표 기법 첫 수업 진행법
동기부여 및 강의에 주의 집중시키기 수업분위기 조성법
적극적인 의사표현을 통한 쌍방향 학습법 상호작용이 있는 수업기법
효과적인 토론 이끌기 그룹 활동 촉진 대규모 강의 소규모 강의
인터넷 매체의 효과적 적용법 현장, 야외학습
창의력 증진을 위한 수업 기법 전체 리뷰
시험문제 및 숙제 제출방법 시험에 대한 인식과 평가 성희롱 없는 수업 만들기 실험 수업에 필요한 강의법
학생들을 생각하고 쓰게 하는 학습 기법
