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[기본 연구과제] 시민교육을 위한 문제중심학습(PBL)모형 개발 연구

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부서 시민자치대학
연구책임 한상미 연구원
보고서 번호 SRI-기본-2017-15
과제구분 기본
발행일 2017-10-31

∣차 례∣
제1장 서 론 ··············································································································· 1
제1절 연구의 배경 및 목적 ··············································································· 1
1. 연구배경 ······································································································ 1
2. 연구목적 ······································································································ 6
제2절 연구의 범위 및 방법 ············································································· 7
1. 연구범위 ······································································································ 7
2. 연구방법 ······································································································ 7
제2장 이론적 배경 ···································································································· 9
제1절 구성주의 ··································································································· 9
1. 구성주의 기반 학습 ··················································································· 9
2. 인지적 구성주의와 사회적 구성주의 ····················································· 10
제2절 문제중심학습(PBL) ················································································· 12
1. 문제중심학습(PBL) 개념 및 특징 ··························································· 12
2. 문제중심학습(PBL) 과정 ·········································································· 16
제3절 문제중심학습(PBL)모형 개발 ································································ 18
1. 학습상황과 문제중심학습(PBL) ······························································· 18
2. 문제중심학습(PBL)모형 개발 ··································································· 20
제3장 수원시민자치대학형 문제중심학습(PBL)모형 도출과정 ··························· 23
제1절 교육환경 분석 ························································································ 24
1. 교육환경 ···································································································· 24
2. 교육단계별 특징 및 한계 ········································································ 28
제2절 교육과정 평가 ························································································ 30
1. 평가개요 ···································································································· 30
2. 평가결과 ···································································································· 33
제3절 교육환경 분석 및 교육과정 평가 결과 ··············································· 70
1. 종합분석 결과 ··························································································· 70
2. 학습단계별 모형 반영요소 ······································································ 72
제4장 수원시민자치대학형 문제중심학습(PBL)모형 개발 ·································· 77
제1절 수원시민자치대학형 문제중심학습(PBL) 기본모형 ····························· 78

1. 기본모형 ···································································································· 78
2. 기본모형 학습지도안 ················································································ 82
제2절 수원시민자치대학형 문제중심학습(PBL) 세부 모형 ························· 103
1. 현장학습 특화모형 ················································································· 104
2. 전문강의 특화모형 ················································································· 106
제5장 결론 ············································································································· 109
제1절 연구결과 ································································································ 109
제2절 정책적 제언 ·························································································· 113
참고 문헌 ··············································································································· 115
부록 ························································································································ 119
Abstract ·················································································································· 179

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