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과제정보
과제명, 기관명, 담당부서, 전화번호, 연구기간, 연구분야, 과제개요의 정보를 제공합니다.
과제명 |
교육부 디지털 기반 교육 혁신 방안의 안착을 위한 AI 디지털교과서 시안 개발 및 교수·학습 효과 분석 |
기관명 |
서울특별시교육청 |
담당부서 |
교육연구정보원교육정책연구소 |
전화번호 |
02-311-1304 |
연구기간 |
2023-04-26 ~ 2023-09-06 |
연구분야 |
학교교육 내실화 |
과제개요 |
학생 능력 수준에 따라 달성할 수 있는 과제 수준을 평면 공간에 표현한 그래프는 근접 발달 영역(ZPD, zone of proximal development)을 가시적으로 파악할 수 있는 유용한 프레임워크이다. AI 디지털교과서는 모두에게 맞춤형 교육을 제공하기 위한 것이지만, AI 디지털교과서를 활용하는 환경과 학생 수준에 따라 근접 발달 영역(ZPD)의 확장 양상은 다르게 나타난다. 기존 서책형 교과서를 활용하여 확장할 수 있는 근접 발달 영역은 제한적이다. AI 디지털교과서를 효과적으로 활용할 경우 상위권 학생들의 근접 발달 영역을 압도적으로 확장할 수 있으며(그림2, A영역), 디지털 기반 교육 인프라를 보편적으로 구축할 경우 하위권 학생들에게는 적어도 중간 효과 모형 수준까지 근접 발달 영역을 확장시킬 수 있다 . 디지털 교육 인프라는 지금까지 등장했던 그 어떤 교육적 비계보다 강력한 비계로서 학생들의 근접 발달 영역을 압도적으로 확장할 수 있음과 동시에 느린 학습자까지 포용할 수 있는 것이다.
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계약정보
수행기관, 수행연구원, 계약일자, 계약방식, 계약금액의 정보를 제공합니다.
수행기관 |
인천대학교 산학협력단 |
수행연구원 |
김평원 |
계약일자 |
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계약방식 |
일반경쟁입찰에 의한 계약 |
계약금액 |
44774400원 |
연구결과정보
제목, 연구보고서, 공개제한근거, 비공개사유, 연구보고서, 목차, 주제어, 공헌자, 제작일, 발행년도의 정보를 제공합니다.
제목 |
디지털 기반 교육 혁신 방안의 안착을 위한 AI 디지털교과서 시안 개발 및 교수.학습 효과 분석 |
연구보고서 |
[서교연 2023-78] 2023 위탁연구 결과보고서(디지털 기반 교육 혁신 방안의 안착을 위한 AI 디지털교과서 시안 개발 및 교수?학습 효과 분석 ).pdf |
공개제한근거 |
5호 |
※ 이 정책연구는 공개예정일자에 연구수행 부서에서 공개가능 여부를 재검토하며, 비공개 기간이 연장될 수 있습니다. |
비공개사유 |
5. 감사·감독·검사·시험·규제·입찰계약·기술개발·인사관리·의사결정과정 또는 내부검토과정에 있는 사항
등으로서 공개될 경우 업무의 공정한 수행이나 연구·개발에 현저한 지장을 초래한다고 인정할 만한 상당한 이유가
있는 정보
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목차 |
Ⅰ. 서론 ································································································································1
1. 연구 목적 및 필요성 ···································································································2
2. 디지털 기반 교육 관련 선행 연구 ···········································································5
3. 연구 내용 ·······················································································································6
가. 디지털 기반 교수?학습 프로토타입(prototype) 개발 ··································6
나. 디지털 기반 교수?학습의 효과 분석 ······························································7
다. 디지털 기반 교육 혁신에 따른 ‘미래 교육의 상(像)’ 제시 ···················7
4. 연구 방법 ·······················································································································7
Ⅱ. 이론적 배경 ··············································································································9
1. 내용 교수 지식(PCK) ·································································································10
가. 내용 지식(CK) ······································································································10
나. 교수 지식(PK) ·······································································································11
다. PCK(Pedagogical Content Knowledge)의 개념 ···············································13
2. 비계에 해당하는 내용 교수 지식(PCK) ·································································15
가. 교육적 비계의 개념 ····························································································15
나. 내용 교수 지식과 교육적 비계 ········································································16
다. 비계의 효과 ··········································································································19
3. 강력한 비계에 해당하는 테크놀로지 내용 교수 지식(TPACK) ························20
가. 테크놀로지 지식(TK) ························································································20
나. 테크놀로지 내용 지식(TCK) ··············································································22
다. 테크놀로지 교수 지식(TPK) ··············································································23
라. 테크놀로지 내용 교수 지식(TPACK) ·······························································25
Ⅲ. AI 디지털교과서 프로토타입 ·······································································27
1. 범교과 성취기준: 범교과적 말하기 ········································································28
2. 개별화 학습(Adaptive Learning)의 반영 ·······························································30
가. AI 보조 교사에 의해 증강된 교수자 ······························································30
나. 개별화 학습을 위한 질문과 답변 ····································································32
- ii -
다. 개별화 학습 강의 ································································································34
라. 개인별 피드백 ······································································································37
3. 디지털 기반 학습 활동 ·
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초록 |
디지털 기반 교육 혁신이 성공하려면 에듀테크 기술만으로는 불가능하며 가장 권위 있는 교육 매체인 교과서와 수업이 바뀌어야 한다. 그동안 디지털교과서 정책이 시범 사업 수준을 벗어나지 못하고 지지부진했던 까닭은 테크놀로지를 중심으로 하향식(Top Down)으로 추진되었기 때문이다.
디지털교과서 플랫폼, 뷰어, 상호 작용 도구, 학습자 맞춤형 대시보드 등과 같은 테크놀로지는 디지털교과서 콘텐츠를 운영하기 위한 교수·학습 지원 도구에 불과하기 때문에 디지털교과서 콘텐츠 자체를 변화시키는 데에는 한계가 있다. AI 디지털교과서가 성공하려면 테크놀로지를 어떻게 교과에 활용할까를 고민하는 하향식 방식뿐만 아니라, 교과 내용에 최적화된 테크놀로지가 무엇인가를 고민하는 상향식(Bottom Up)도 동시에 추진되어야 한다.
본 연구에서 개발한 AI 디지털교과서 프로토타입은 에듀테크 업계에서 구현해야 할 대시보드 기능과 AI 보조 교사 기능보다는 교육 공동체에서 구현해야 할 교육적 비계(Scaffolding) 기능에 중점을 두고 개발되었다. AI 디지털교과서가 디지털 기반 교육을 선도하기 위해서는 기존 서책형 교과서 콘텐츠를 이북 수준으로 구현한 수준이 아니라, 디지털 교구(메타버스, 디지털 휴먼, 데이터 기반 평가)를 장착한 강력한 교육적 비계로 고도화되어야 한다.
본 연구에서는 기존 교과서의 학습 활동을 AI 기술을 적용하여 살아 숨쉬는 교수·학습 플랫폼으로 고도화시킬 수 있도록, 디지털 교구(Digital tools for teaching and learning)와 AI 인간(Digital Human)을 탑재한 프로토타입을 개발하였다. 이 프로토타입은 학습자 중심의 다양한 교수·학습 활동을 추구하는 거꾸로 학습을 지원하는 데에 매우 효과적이다.
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주제어 |
AI 디지털교과서, 비계(Scaffolding), 테크놀로지 내용 교수 지식(TPACK) |
발행년도 |
2023 |
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