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2판 머리글_ 4 1판 머리글_ 6 제1장 교육과정의 이해 ·········································································15 1. 교육과정의 의미 ·········································································18 가. 학교 교육과 교육과정 ·····························································18 나. 교육과정의 어원적 의미 ···························································19 다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ·························20 2. 준거별 교육과정의 유형 ································································25 가. 교육과정 개발의 주체 ·····························································26 나. 교육과정 실현의 수준 ·····························································28 다. 교육과정 의도성의 여부 ···························································29 라. 교육 사조의 변천 ··································································32 3. 교육과정의 기초 ·········································································39 가. 교육과정 구현의 과정 ·····························································39 나. 교육과정 개발의 체제 ·····························································43 다. 교육과정 탐구(구성)의 기초 ······················································47 라. 교육과정 연구의 동향 ·····························································54 제2장 장애학생의 교육과 교육과정 ·························································65 1. 장애학생 교육의 특징 ··································································68 가. 장애학생 교육의 두 가지 준거 ···················································68 나. 장애학생 교육의 형태 ·····························································69 다. 특수교육기관의 특성 ·······························································72 2. 특수교육 교육과정의 특성 ·····························································75 3. 장애학생 교육과정의 접근 유형 및 동향 ·············································77 가. 전통적 특수교육 교육과정의 접근 ···············································79 나. 최근 특수교육 교육과정의 동향 ··················································83 제3장 교육과정의 개발 ········································································101 1. 교육과정 개발의 수준 ·································································104 가. 국가수준의 교육과정 ·····························································105 나. 지역수준의 교육과정 ·····························································106 다. 학교수준의 교육과정 ·····························································106 2. 교육과정 개발의 참여자 ·······························································108 가. 교육과정 의사결정의 정당성 확보 ··············································109 나. 교육과정 개발의 참여자와 역할 ················································110 3. 교육과정 개발의 원리 ·································································115 4. 교육과정 개발의 모형 ·································································118 가. 합리적 모형 ·······································································119 나. 순환적 모형 ·······································································125 다. 역동적/상호작용적 모형 ·························································129 라. 그 밖의 모형 ······································································136 제4장 교육목표의 설정 ········································································151 1. 교육목표의 의미 ·······································································154 가. 교육목표의 의미와 위계 ·························································154 나. 교육목표의 기능 ··································································159 2. 교육목표의 설정 ·······································································160 가. 교육목표 설정의 자원 ····························································160 나. 교육목표 설정의 과정 ····························································162 다. 교육목표 설정의 원칙 ····························································164 3. 교육목표의 분류 ·······································································167 가. 전통적 교육목표의 분류 ·························································167 나. 새로운 교육목표의 분류 ·························································172 4. 교육목표의 진술 ·······································································174 가. 교육목표의 상세화 ································································174 나. 수업목표 설정의 방법 ····························································175 다. 수업목표 진술의 방법 ····························································177 라. 교육목표 진술 시 고려 사항 ····················································187 5. 목표 설정 시 장애학생을 위한 고려점 ··············································188 제5장 교육내용의 선정과 조직 ······························································193 1. 교육내용의 개념과 의미 ·······························································196 2. 교육내용의 선정 ·······································································198 가. 교육내용 선정의 준거 ····························································198 나. 교육내용 선정의 방법 ····························································200 3. 교육내용의 조직 ·······································································204 가. 교육내용 조직의 원리 ····························································204 나. 교육내용 조직의 방법 ····························································208 다. 교육내용 조직의 유형 ····························································210 4. 교육내용 선정 시 장애학생을 위한 고려점 ·········································217 제6장 교육과정 운영 ···········································································227 1. 교육과정 운영 ··········································································230 가. 교육과정 운영의 의미 ····························································230 나. 교육과정 운영의 기본 원리 ······················································234 다. 교육과정 운영에 영향을 미치는 요인 ··········································238 라. 교육과정 운영의 전략 ····························································240 2. 교수-학습 활동 ·········································································242 가. 교수-학습의 의미 ·································································242 나. 교수-학습 이론과 모형 ···························································244 다. 교수-학습 활동의 형태 ···························································255 라. 교수-학습 지도안의 작성 ························································268 제7장 교육과정 평가 ···········································································279 1. 교육과정 평가의 의미와 개념 ························································282 2. 교육과정 평가의 목적 ·································································283 3. 교육과정 평가의 대상과 영역 ························································284 4. 교육과정 평가의 유형 및 모형 ·······················································289 가. 목표 중심 평가 모형: Tyler의 평가 모형 ·····································290 나. 관리 중심 평가 모형: Stufflebeam의 의사결정적 평가 모형 ··············291 다. 참여자 중심 평가 모형: Parlett와 Hamilton의 조명적 평가 모형 ········293 라. 전문가 중심 평가 모형: Eisner 감상 · 비평 모형(감식안 모형) ············293 5. 교육과정 평가의 방법 및 절차 ·······················································295 가. 교육과정 평가의 방법 ····························································295 나. 교육과정 평가의 절차 ····························································298 다. 교육과정 평가의 영역 및 내용 ··················································299 라. 교육과정 평가의 방향 ····························································301 제8장 우리나라 특수교육 교육과정의 변천 ·············································307 1. 국가수준 특수교육 교육과정의 시대 구분 ··········································310 2. 시대 구분에 따른 특수교육 교육과정의 특징 ······································311 가. 광복 이전 일제강점기의 특수교육 교육과정 ··································311 나. 광복 이후의 특수교육 교육과정 ················································314 다. 2015 개정 특수교육 교육과정 ··················································335 제9장 특수교육 교육과정의 관련 법규 ···················································347 1. 헌법 ·····················································································350 2. 교육기본법 ··············································································352 3. 초 · 중등교육법 및 시행령 ····························································353 가. 초 · 중등교육법 ····································································353 나. 초 · 중등교육법 시행령 ···························································361 4. 장애인 등에 대한 특수교육법 ························································364 5. 기타 법령 ···············································································372 제10장 국가수준 교육과정의 개발 ···························································375 1. 교육과정 개발의 역할 분담 체제 ····················································378 2. 국가수준 교육과정의 의미와 성격 ···················································380 3. 국가수준 교육과정 기준 설정의 필요성 ·············································384 4. 국가수준 교육과정 개발의 실제 ······················································386 가. 국가수준 교육과정 개정의 방식 ················································386 나. 국가수준 교육과정 개발의 실제 ················································388 제11장 지역수준 교육과정의 개발 ···························································395 1. 지역수준 교육과정 개발의 필요성과 근거 ··········································398 가. 지역수준 교육과정 개발의 필요성 ··············································398 나. 지역수준 교육과정 개발의 근거 ················································399 2. 지역수준 교육과정 지침의 역할과 기능 ·············································403 3. 지역수준 교육과정 개발의 실제 ······················································406 가. 지역수준 교육과정 편성 · 운영 지침의 개발 ···································406 나. 지역수준 교육과정 개발의 유의 사항 ··········································415 제12장 학교수준 교육과정의 편성과 운영 ················································419 1. 학교수준 교육과정의 의의와 필요성 ·················································422 가. 학교수준 교육과정의 의미와 성격 ··············································422 나. 학교수준 교육과정의 필요성 ····················································424 다. 학교수준 교육과정 편성 · 운영의 근거 ·········································426 2. 학교수준 교육과정 개발의 범위 ······················································428 3. 학교수준 교육과정의 편성과 운영 ···················································431 가. 학교수준 교육과정 편성 · 운영의 기본 원리 ···································431 나. 학교수준 교육과정 편성 · 운영의 실제 ·········································433 제13장 통합교육 교육과정의 편성과 운영 ················································453 1. 장애학생 배치 경향과 교육과정 사고의 변화 ······································456 2. 일반학급 및 특수학급 교육과정 관련 규정 ·········································458 3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형 ························460 4. 통합교육 교육과정 편성 · 운영의 절차 ··············································469 5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정 ···························474 가. 교수적 수정의 의의 ······························································474 나. 교수적 수정의 유형 ······························································475 다. 교수적 수정의 절차 ······························································483 6. 통합교육 교육과정 실행을 위한 교수-학습 형태 ··································485 7. 통합교육 교육과정 편성과 운영을 위한 과제 ······································493 제14장 개별화 교육계획의 구안과 실행 ···················································503 1. 개별화 교육계획의 정의 및 기능 ····················································506 가. 개별화 교육계획의 정의 ·························································506 나. 개별화 교육계획의 기능 ·························································507 다. 개별화 교육계획의 관련 법규 ···················································509 2. 개별화 교육계획의 구안 ·······························································510 가. 개별화 교육계획의 구성 요소 ···················································510 나. 개별화 교육계획의 작성 시기 ···················································512 다. 개별화교육 지원팀의 구성 ·······················································514 라. 개별화 교육계획의 작성 ·························································519 3. 개별화 교육계획의 실행 및 평가 ····················································533 가. 개별화 교육의 실행 ······························································533 나. 개별화 교육의 평가 ······························································536 제15장 중도 · 중복장애학생의 교육과정 편성과 운영 ·································543 1. 중도 · 중복장애학생의 특성과 교육과정 ·············································546 가. 중도 · 중복장애의 개념과 특성 ··················································546 나. 중도 · 중복장애학생의 교육과정 ·················································548 2. 중도 · 중복장애학생 교육과정 편성 · 운영의 기본 원칙 ···························549 가. 연령에 적합한 실용적 기능 강조 ···············································549 나. 통합된 교육환경 고려 ····························································550 다. 자료에 근거한 교육과정 구성 ···················································551 라. 증거기반 실제의 사용 ····························································551 3. 중도 · 중복장애학생 교육과정 편성 · 운영의 실제 ··································552 가. 중도 · 중복장애학생을 위한 교육과정 개발의 기준 ···························552 나. 기능적 교육과정 개발의 실제 ···················································554 찾아보기 ····················································································571 교육과정 관련 용어 ·······································································579 |
저자 소개 4
국립서울맹, 농학교 교장 및 전 전주대학교 교수로 일했으며 안동교육대학 졸업, 대구대학교 교육대학원 졸업(특수교육전공, 교육학석사), 대구대학교 대학원(정신지체아교육전공, 문학박사), 교육부 특수교육정책과장, 국립특수교육원 연수과장 및 기획연구과장으로도 있었다. 논문 및 저서로 학습자 중심의 학교 교육과정 구성모형, 특수교육과정 운영론, 특수교육 경영론, 장애학생 통합교육론(공저), 특수교육 교과교육론(공저), 학교중심 교육과정의 이론과 실제(공저) 외 다수가 있다.
이유훈의 다른 상품
나사렛대학교 중등특수교육과 교수로 대구대학교 특수교육과 졸업, 단국대학교 대학원(정신지체아교육전공, 교육학 석사 및 박사), 서울정진학교, 서울정문학교 교사, 교육부 국립특수교육원 교육연구사로 있었다. 논문 및 저서로 사회적 상황에 다른 정신지체학생의 사회적 정보처리 능력 연구, 개별화 교육계획 이론과 실제, 장애학생 전환 과정 지원 방안 연구 외 다수가 있다.
김형일의 다른 상품
한국교원대학교 교육학과 교수로 부산교육대학 졸업, 대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)을 했으며 논문 및 저서로 특수교육의 재개념화와 그 특수성 해명, 최소제한적 환경의 개념 진전과 그 함의 재고, 통합학급의 장애학생을 위한 차별화 교수전략 탐색, 특수교육의 이해(공저), 특수교육 과학교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저), 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역) 외 다수가 있다.
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원광대학교 중등특수교육과 교수로 대구대학교 특수교육과 졸업, 한국교원대학교 대학원(교육과정전공, 교육학석사), 대구대학교 대학원(정신지체아교육전공, 문학박사), 교육부, 국립특수교육원 교육연구사로 있었으며 논문 및 저서로 통합교육 장면에서의 교육과정 실행 방략, 특수교육학개론(공저), 특수교육 교육과정론(공저) 외 다수가 있다
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품목정보
- 발행일
- 2021년 11월 30일
- 쪽수, 무게, 크기
- 600쪽 | 188*257*35mm
- ISBN13
- 9788925416113
출판사 리뷰
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인간은 교육을 통해서 가치로운 존재로 태어난다. 인간이 가진 무한한 가능성을 실현하게 도와주는 것, 그것이 바로 교육이 해야 할 일이다. 특수교육도 마찬가지이다. 특수교육은 장애학생들의 그 무한성을 실현하며, 미래를 설계하고 아름다운 꿈을 실현하는 삶을 가능하게 한다. 이런 장애학생들의 무한성을 실현하며, 아름다운 꿈을 실현하는 것은 바로 교육과정(curriculum)을 통해서만 가능한 것이다.
책의 기본 구조는 2판과 같지만, 종전의 ‘교육과정 운영’ 부분을 ‘교육과정 운영’과 ‘교육과정 평가’로 구분하여 총 15개의 장으로 구성하였다. 그리고 ‘교육과정 운영’ 부문에서는 교육 현장에서 이루어지는 핵심 활동이라고 할 수 있는 ‘교수-학습 활동’ 내용을 추가하였다. 이외에도 이 책의 전반적인 내용을 꼼꼼하게 읽으면서 오탈자 등도 바로잡고자 노력하였다. 이 3판에서는 ‘교육과정학(Curriculum Studies)’에서 반드시 가르치고 배울 필요가 있다고 생각하는 공통 필수 내용을 담다 보니 내용의 분량이 상당히 많은 것으로 생각된다. 따라서 대학의 강의자나 학생들은 각자의 관심 영역에 따라 필요한 내용을 적의 선택하여 활용하였으면 한다. 그리고 전체 교재 내용을 PPT로 제작하여 강의 편의성을 도모하고자 하였다. 끝으로 일반교육계에서는 지금까지 교육과정에 관한 전문 서적이 수없이 많이 나와 있는 반면에, 장애학생들의 특성을 고려한 특수교육 교육과정에 관한 전문 도서가 전무한 실정에서 교육과정에 대해 진지하게 고민하는 학부생과 대학원생에게 유용한 교재가 되기를 기대하면서 정리하였다. 또한 학교 현장에서 장애학생들의 교육을 직접 담당하고 있는 교사들에게 학교 교육과정을 편성하고 운영하는 데 도움이 되었으면 한다. |
