교육현장에서 비계설정을 효과적으로 적용하기 위해서는 비계설정 역시 체제적인 관점에서 체계적인 접근이 필요하다. 이에 본 연구에서는 이론적인 고찰을 중심으로 효과적인 비계설정을 구현하기 위한 수업설계 모형을 개발하는데 목적이 있다. 본 연구에서는 첫째, ADDIE 모형에 기초하여 효과적인 비계 설정을 구현하기 위한 수업설계 모형을 개발하였다. 둘째, 각 단계별로 비계설정의 실행을 위해 주의하여야 할 사항들과 비계설정의 실행전략들을 제시하였다. 분석단계에서는 비계설정 자체의 목표를 구체화할 필요성을 강조하였으며, 비계설정 전략 수립을 위해 고려해야할 학습자, 학습과제, 학습 환경 차원의 요인들을 논의하였다. 과제분석 단계에서는 학습과정에서 비계설정이 필요로 하는 장애 요인들을 분석하여 제시하였으며 학습자 분석에서는 실제 자기조절 수준과 ZPD를 분석할 수 있는 도구들도 제시하였다. 설계단계에서는 비계설정의 주체 선정 전략, 수업전략에 따른 비계설정 설계 전략, 비계설정 제공 수준의 결정, 학습과제에 따른 비계설정 설계 전략 등도 제시하였다. 이러한 정보는 현장의 교육전문가들에게 실천적인 도움을 제공해 줄 수 있을 것이다.

Scaffolding is intrinsically dynamic and adaptive processes depended on contexts of learning environment, learners, and tasks. To design effective scaffolding, there should be systematic analysis and diagnoses on learners ZPD and self-regulation level followed by design of scaffolding strategies and scaffolders. The purpose of the study is to develop an instructional design model for effective scaffolding based on theoretical study. The characteristics of the model are as follows. (1) The instructional design model for effective scaffolding was developed based on the ADDIE model. (2) Scaffolding strategies and some suggestions are provided for each design step: ①Phase Ⅰ: analyzing need, learning tasks, learners and environment. In this phase, it is necessary to establish specific scaffolding goals. Also learner's learning obstacles are classified by Gagne's learning outcomes. For analyzing learners, the study suggests tools for diagnosing learners' self-regulation level and ZPD. ② Phase Ⅱ: designing of scaffolding strategies. In this phase, the model suggest the way to select scaffolers, select scaffolding strategies based on the learning task, select the level of scaffolding and select media. ③ Phase Ⅲ: Developing the media, assessment tools. In this phase, the model suggest how media and assessment tools are developed for scaffolding. ④ Phase Ⅳ: Implementing scaffolding strategies. In this phase, the model suggest how scaffolding strategies should be implemented. ⑤ Phase Ⅴ: Evaluation. In this phase, the model describe how to evaluate scaffolding design process, implementation process and results of scaffolding strategies. The model has practical implications for the teachers in the education field. The model can help educational experts in designing effective scaffolding strategies.

Scaffolding is intrinsically dynamic and adaptive processes depended on contexts of learning environment, learners, and tasks. To design effective scaffolding, there should be systematic analysis and diagnoses on learners ZPD and self-regulation level followed by design of scaffolding strategies and scaffolders. The purpose of the study is to develop an instructional design model for effective scaffolding based on theoretical study. The characteristics of the model are as follows. (1) The instructional design model for effective scaffolding was developed based on the ADDIE model. (2) Scaffolding strategies and some suggestions are provided for each design step: ①Phase Ⅰ: analyzing need, learning tasks, learners and environment. In this phase, it is necessary to establish specific scaffolding goals. Also learner's learning obstacles are classified by Gagne's learning outcomes. For analyzing learners, the study suggests tools for diagnosing learners' self-regulation level and ZPD. ② Phase Ⅱ: designing of scaffolding strategies. In this phase, the model suggest the way to select scaffolers, select scaffolding strategies based on the learning task, select the level of scaffolding and select media. ③ Phase Ⅲ: Developing the media, assessment tools. In this phase, the model suggest how media and assessment tools are developed for scaffolding. ④ Phase Ⅳ: Implementing scaffolding strategies. In this phase, the model suggest how scaffolding strategies should be implemented. ⑤ Phase Ⅴ: Evaluation. In this phase, the model describe how to evaluate scaffolding design process, implementation process and results of scaffolding strategies. The model has practical implications for the teachers in the education field. The model can help educational experts in designing effective scaffolding strategies.

Scaffolding, Self-regulation, Instructional Design Model