CAJ | 학술논문

文章对美国新发布的ACOT2项目报告的核心内容做了概述，对项目所开展的一种新的学习方式：基于挑战的学习（Challenge Based Learning，简称CBL）进行了追述，分析了CBL的构成要件和实施过程。最后，将ACOT项目与国内课程整合项目从项目指导理念、项目目标、项目推进方式、项目实验学科和课程整合模式等五个方面进行了比较分析，试图找出两国在整合项目上的不同取向，并尝试对我国教育信息化发展提出几点启示。
문장대미국신발포적ACOT2항목보고적핵심내용주료개술，대항목소개전적일충신적학습방식：기우도전적학습（Challenge Based Learning，간칭CBL）진행료추술，분석료CBL적구성요건화실시과정。최후，장ACOT항목여국내과정정합항목종항목지도이념、항목목표、항목추진방식、항목실험학과화과정정합모식등오개방면진행료비교분석，시도조출량국재정합항목상적불동취향，병상시대아국교육신식화발전제출궤점계시。
This paper outlined core elements of ACOT2 report newly released by America and recounted a new way of learning called Challenge Based Learning (CBL) conducted by the project, then analyzed CBL’s constituent elements and implementation process. Finally, content analysis was conducted between ACOT project and China’s projects about integrating information technology into curriculum from ifve perspectives, including guiding philosophy, project objectives, and the pattern of propulsion, experimental subjects and the model of curriculum integration. Then, the paper attempted to ifnd different orientations in the project of curriculum integration from the two countries and propose some revelations for education informatization in our country.