CAJ | 학술논문

从行为主义学习模式到认知学习模式，再到建构主义以及协作学习模式，教学的有效性是个永恒的话题。然而，随着越来越多的学习技术、学习模式和学习理论的创新和相互影响，教学设计中需要考虑的因素更多，我们所期望的学习目标也变得模糊起来。本期高端访谈，我们有幸邀请到世界知名教育心理学教授保尔·科士纳（Paul Kirschner）博士来分享他关于有效教学方法和教学设计的洞见。
종행위주의학습모식도인지학습모식，재도건구주의이급협작학습모식，교학적유효성시개영항적화제。연이，수착월래월다적학습기술、학습모식화학습이론적창신화상호영향，교학설계중수요고필적인소경다，아문소기망적학습목표야변득모호기래。본기고단방담，아문유행요청도세계지명교육심이학교수보이·과사납（Paul Kirschner）박사래분향타관우유효교학방법화교학설계적동견。
From behaviorist learning to cognitive learning and to constructivist and collaborative learning,the effectiveness of instruction is a permanent theme. Whereas,the more innovative learning technologies, learning modes and learning theories are intertwined, the more complex issues learning design should deal with and the vaguer the way it seems in pursuit of an expected learning outcome. In this interview, we are very pleased to have Prof. Paul A. Kirschner , a well-known Educational Psychologist, to share with us his viewpoint on teaching, learning and instructional design. Paul A. Kirschner is a professor of Educational Psychology and Program Director of the Learning and Cognition program at the Centre for Learning Sciences and Technologies at the Open University of the Netherlands as well as Vis- iting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University ty of Oulu, Finland. He is an internationally recognized expert in his field. A few notable examples of this are his election to both the CSCL Board （ within the International Society for the Learning Sciences ） and the Executive Committee of the Society of which he is a past President （2010-2011）. He is a member of the Scientific Technical Council of the Foundation for University Computing Facilities （SURF WTR ） and was a member of the Dutch Educational Council and, as such, was advisor to the Minister of Education （ 2000-2004 ）. He is chief editor of the Journal of Computer As- sisted Learning, associate editor of Computers in Human Behavior, and has published a very successful book Ten Steps to Complex Learning （ now in its second edition ）. He also co-edited two other books （ Visualizing Argumentation and What We Know about CSCL ）. His areas of expertise include lifelong learning, computer supported collaborative learn- ing, electronic designing and other innovative learning environments ,open educational resources, media-use in educa- tion, development of teacher extensive learning materials, use of practical for the acquisition of cognitive skills and competences , design and development of electronic learning and working environments, and innovation and the use of infor- mation technology educational systems.