CAJ | 학술논문

适应后工业时代教育与培训体制的教学理论应该体现一种＂因人而异＂和＂生本中心＂的性质,依据每一个学习者的学习进步而不是学习年限或者时间多少来对教育与培训效能作出评估。需要讨论的主题涉及了：（1）通用教学方法的特征;（2）情境教学方法的特征;（3）后工业时代教学范式的核心理念;（4）任务型教学的价值及其存在的问题;（5）后工业时代教育与培训体制的教学理论之愿景;（6）教师、学习者和技术等在新范式中各自的作用。
괄응후공업시대교육여배훈체제적교학이론응해체현일충＂인인이이＂화＂생본중심＂적성질,의거매일개학습자적학습진보이불시학습년한혹자시간다소래대교육여배훈효능작출평고。수요토론적주제섭급료：（1）통용교학방법적특정;（2）정경교학방법적특정;（3）후공업시대교학범식적핵심이념;（4）임무형교학적개치급기존재적문제;（5）후공업시대교육여배훈체제적교학이론지원경;（6）교사、학습자화기술등재신범식중각자적작용。
Instructional theory should involve and represent the character which supports post-industrial education and training systems-ones that are customized and learner-centered,in which student progress is based on learning rather than time.The following six issues will be discussed： universal methods of instruction,characteristics of situational methods,core ideas of the post-industrial paradigm of instruction,the importance and problems with task-based instruction,a vision of an instructional theory for post-industrial education and training,and the roles that may be played by the teacher,the learner,and technology in the new paradigm.