1995년 국민건강증진법이 제정된 이후, 한국의 보건교육·건강증진 분야는 새로운 도약의 발판을
마련하여 가속적인 발전을 거듭해오고 있다. 이러한 노력의 산물로 2003년 보건교육사에 관한 조항
이 신설되었고, 2010년부터 보건복지가족부의 국가자격인 보건교육사를 배출하게 되었다. 보건교육
사는 국민건강증진사업의 기본적인 수단인 보건교육을 통해 국민의 건강수준 개선 및 삶의 질 향상
을 이끌고 갈 주역으로서, 보건교육·건강증진 분야의 전문적 지식과 기술을 습득하여 현장에서 다
양한 집단과 함께 보건교육 및 건강증진사업을 수행해 나가야 한다.
그동안 많은 보건교육 전공자들이 보건교육의 질을 높이고자 다양한 이론과 방법을 연구하고 실
천해왔으며, 최신의 정보통신기술을 활용하여 보건교육의 내용과 방법, 형태를 다양화시키기 위해
노력해왔다. 보건교육방법은 교육내용을 효과적으로 전달하는 매개적인 역할을 수행하는 실천 분
야로써, 교육의 효과를 높이기 위해 보건교육의 내용과 방법, 교육자와 교육대상자의 역할 변화,
교육장소 등을 총체적으로 고려하여 교육적 중재전략을 연구, 설계, 수행하는 학문이다. 따라서 보
건교육방법론은 적절한 보건교육 자원의 개발, 활용, 관리를 담당해야 하는 보건교육사에게 매우
중요한 영역이라 할 수 있다.
보건교육방법론은 보건교육사 국가시험의 필수과목이다. 이 책은 보건교육사가 이용하거나 수행
해야 할 보건교육방법 및 매체, 자료 개발에 대한 주요 내용과 최신의 정보통신기술을 활용한 교육
방법을 포함하고 있다. 총 7장으로 구성되어 있는 이 책의 내용은 보건교육방법 및 매체, 자료개발
의 이론편(제1장-제3장)과 적용편(제4장-제7장)으로 구분된다. 효과적으로 보건교육을 수행하기 위
해 과학적 근거를 중심으로 단위별 교육활동을 개발하고 이를 활용하기 위한 다양한 방법 및 매체
개발 과정을 습득함으로써, 보건교육사가 현장에서 보건교육의 효과성을 극대화하는 방안을 모색
할 수 있도록 돕고자 노력했다.
이 책은 다년간 보건교육방법 및 매체, 자료 개발에 관한 교육 및 연구 활동에 전념하고 있는
9명의 교수들이 집필했다. 그동안 이분들이 보여준 노고와 열정에 감사드리며, 차후 더욱 알찬 내
용으로 보완할 것을 약속한다. 이를 위해 이 책을 접하는 보건교육 전공자들과 보건교육사 국가시
험을 준비하는 학생들의 관심 어린 조언과 협조를 부탁드린다. 이 책의 집필을 위해 노력해주신
전국대학보건관리학교육협의회와 출판을 위해 많은 도움과 격려를 보내주신 한미의학의 이광재 사
장님, 박성식 상무님, 편집과 디자인을 위해 수고해주신 편집부 관계자분들께 감사의 마음을 전한다.

2009년 9월
김영복

제1장 보건교육방법의 이해 (고승덕) ····························································3
1.1. 교육방법 ······································································································· 4
1.2. 교육공학 ······································································································· 6
1.3. 교육방법과 교육공학의 관계 ································································ 10
1.4. 보건교육방법 ····························································································· 11

제2장 교수－학습이론 (김혜경) ····································································21
2.1. Bruner의 학습이론 ···················································································· 22
2.2. Glaser의 학습이론 ··················································································· 25
2.3. Bloom의 완전학습 모형 ·········································································· 27
2.4. Ausubel의 유의미 학습모형 ·································································· 30
2.5. 행동주의 학습이론 ··················································································· 31
2.6. 인지적 학습이론 ······················································································· 37
2.7. 인본주의 학습이론 ··················································································· 40
2.8. 시청각 교육이론 ······················································································· 41

제3장 교수설계 (김영복) ·················································································49
3.1. 교수설계 이론 ··························································································· 49
3.2. 학습자와 교육 환경 분석 ······································································· 52
3.3. 과제 분석 ···································································································· 54
3.4. 교육목표 설정 ··························································································· 56
3.5. 교육내용 구성 ··························································································· 59
3.6. 교육방법 개발 ··························································································· 61
3.7. 교육평가 ····································································································· 70
3.8. 교육계획과 학습지도안 ·········································································· 72

제4장 개별 보건교육방법 (김영복) ······························································79
4.1. 프로그램학습 ····························································································· 79
4.2. 프로젝트/구안법 ······················································································ 81
4.3. 컴퓨터보조학습 ························································································ 83
4.4. 자가 행동수정 계획 ················································································· 85
4.5. 게임/놀이 ··································································································· 88
4.6. 상담 ·············································································································· 90

제5장 소집단 보건교육방법 (이명선ㆍ박경옥) ·········································95
5.1. 브레인스토밍 ····························································································· 95
5.2. 또래교육 ····································································································· 99
5.3. 토론 ············································································································ 102
5.4. 역할극 ········································································································ 105
5.5. 문제해결학습 ··························································································· 109
5.6. 발견학습 ··································································································· 113
5.7. 협동학습 ··································································································· 114
5.8. 실험 ··········································································································· 117
5.9. 시범 ············································································································ 119
5.10. 현장학습 ································································································· 121

제6장 대집단 보건교육방법 (배성권ㆍ조형원) ······································127
6.1. 강의법 ······································································································· 127
6.2. 세미나/심포지엄 ···················································································· 131
6.3. 포럼 ··········································································································· 134
6.4. 패널토의 ··································································································· 135
6.5. 건강전시회 ······························································································ 138

제7장 교육매체의 개발 및 활용 (박천만ㆍ엄우용) ·······························141
7.1. 교육매체의 개념 ····················································································· 141
7.2. 교수학습과정에서 교육매체의 역할 및 기능 ································· 142
7.3. 교육매체의 속성 ····················································································· 144
7.4. 교육매체의 유형 및 활용 ····································································· 146
7.5. 교육매체의 선정 및 활용 ····································································· 169
7.6. 시각디자인의 목적 ················································································ 176
7.7. 시각디자인의 기본 원리 ······································································ 177
7.8. 시각디자인을 위한 일반적인 지침 ··················································· 178