교실수업에의 효율적 활용을 위한 하이퍼미디어 코스웨어 모형 개발 = Developing the HyperMedia Courseware Model for the Effective Use to Classroom instruction

국문 초록 (Abstract)

이 글은 교실수업에서 하이퍼미디어를 이용한 수업을 활성화하기 위한 하이퍼미디어 코스웨어 모형을 정립하는데 그 목적을 두고 있다. 이를 위하여 현 교실수업의 상황과 하이퍼미디어의 의미 및 특성을 분석한 후 현재의 교실수업에 적합한 하이퍼미디어 코스웨어 모형을 정립하고 있다. 이 연구에서 나타난 모형은 수업의 흐름, 관련 자료의 데이터베이스, 자료입력의 세 부분으로 구성되고 있다. 이 모형은 수업시 교사의 수업의도성 반영, 교사와 학생간의 상호작용 중시, 수업진행과정의 누가적 기록 등을 요구하고 있다.

다국어 초록 (Multilingual Abstract)

The contemporary information society brings a great change into classroom imstruction. This study aims to develop the model of instruction with hyper-media for the activation of classroom instruction in accordance with an information society. Some matters have to be considered as follows:
First, the teacher's intention of instruction must be considered. Namely, the contents of instruction must be selected and can be proceeded and furthermore can be structurally presented in order to lead the teacher's active participation in instruction and to induce the use of hypermedia for instruction.
Second, the learner's intention must be considered. Namely, the contents of instruction must be selected and can be proceeded in accordance with the learner's interest, desire, and cognitive structure for instruction centering around a learner.
Third, the characteristic of hyper-media must be put to a practical use. Namely, in order to use jully the educational function of hypermedia, representation, accumulative record of proceeding instruction results must be able to be realized using the branching contents which are multi-lineal not lineal, text, graphic, sound, animated images.
This model for instruction consists of three parts: the stream of instruction, database, and data input. First, the stream of instruction is a process which instruction is proceeded with hypermedia courseware, and which consists of nine stages as follows: an initial display, a basic data input, the selection of instructional goals, the selection and organization of contents for instruction, the presentation of a concrete contents for instruction, the summarization of contents, an achievement evaluation, the presentation of proceeding instruction results, and a final display. Second, database is a storage of all the materials by regions that are relevant to instruction, and which consists of seven as follows: the database of student files, the database of instructional goals, the database of contents for instruction, the database of concrete contents, the database of relevant materials, the database of evaluation items, and a feedback database. All data of database have links to be connected to each other. Third, data input is a part to which teacher can add up his or her contents necessary to instruction on the basis of his or ger intention. By means of this, a teacher can use instruction with hypermedia according to his or her cognitive structure.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.교실 수업의 실제
• Ⅲ.하이퍼미디어의 특성과 교육적 기능
• Ⅳ.교실수업에서의 효율적 활용을 위한 하이퍼미디어 코스웨어의 모형개발
• Ⅴ.결론