2판 서문 / 3

Ⅰ. 백워드 단원 설계 2.0의 이해
제1장 백워드 설계의 기본 입장 ···························································13
1. 학습자 중심 교육과정 설계 및 개발 ···········································13
2. 구성주의, 이해중심 교육과정 ···················································15
3. 이해력 개발을 강조하는 교육 목적 ············································16
4. 지식의 구조 강조 ·································································17
5. 역량 중심 교육과정 ······························································18
6. 인지과학과 신경과학 ·····························································20

제2장 1.0과 2.0의 차이 ···································································21
1. 내용상의 차이 ·····································································22
2. 설계 템플릿의 차이 ······························································24

제3장 교육과정-수업-평가의 입장 ························································27
1. 교육과정 ···········································································27
2. 수업 ················································································28
3. 학습 ················································································29
4. 평가 ················································································31

제4장 한국에서의 상황 ······································································33
1. 양의 학습 문제 ···································································33
2. 속도의 학습 문제 ·································································34
3. 수업 내용과 삶의 괴리 문제 ····················································34
4. 심층적 이해능력 평가의 부재 ···················································35
5. 교육과정-수업-평가의 비연계성 ················································36

제5장 백워드 설계의 모듈 ·································································39
1. 백워드 설계의 주요 아이디어(A모듈) ··········································42
2. 백워드 설계 템플릿(B모듈) ······················································43


Ⅱ. 백워드 설계의 기본 모듈(1)
제6장 학습목표 유형 ········································································49
1. 지식과 기능의 습득 ······························································49
2. 의미 구성 능력 개발 ·····························································50
3. 전이 능력 개발 ···································································52

제7장 본질적 질문과 이해 ·································································55
1. 본질적 질문의 중요성 ····························································61
2. 본질적 질문과 학습과의 관련성 ················································64
3. 기능 교과에서의 본질적 질문과 이해 ··········································67
4. 본질적 질문을 사용하기 위한 적합한 연령 ····································68

제8장 증거 결정과 평가 과제 ·····························································71
1. 평가의 타당도와 신뢰도 ·························································71
2. 학습목표에 따른 평가 과제 개발 ···············································73

제9장 학습경험 계획하기 ···································································79
1. 피상적 학습 대 심층적 학습 ····················································79
2. 학습목표 유형을 고려하여 학습경험 계획하기 ································81
3. WHERETO를 고려하여 학습경험 계획하기 ···································84


Ⅲ. 백워드 설계의 기본 모듈(2): 단계별 모듈
제10장 2.0 버전에 기반한 백워드 설계 매뉴얼 ·······································93
1. 백워드 설계 매뉴얼 구성의 특징 ···············································93
2. 백워드 설계 매뉴얼의 전체적인 흐름 ··········································95

제11장 백워드 설계의 시작점과 초기 단원 개요 개발 ······························101
1. 시작점 ·············································································101
2. 초기 단원 개요 개발 ····························································107

제12장 백워드 설계 1단계 ·······························································117
1. 1단계 설계 템플릿 및 설계 과정 ·············································117
2. 1단계 요소별 설계 방법과 관련 이론 ········································119

제13장 백워드 설계 2단계 ·······························································175
1. 2단계 설계 템플릿 및 설계 과정 ·············································175
2. 2단계 요소별 설계 방법과 관련 이론 ········································177

제14장 백워드 설계 3단계 ·······························································219
1. 3단계 설계 템플릿 및 설계 과정 ·············································219
2. 3단계 요소별 설계 방법과 관련 이론 ········································221


Ⅳ. 교과별 사례
제15장 교과별 설계 사례 ·································································283
1. 국어과 ·············································································283
2. 사회과 ·············································································293
3. 도덕과 ·············································································303
4. 수학과 ·············································································312
5. 과학과 ·············································································323
6. 영어과 ·············································································331
7. 체육과 ·············································································339

제16장 설계 안의 적용상의 유의점 ·····················································349
1. 개발 전 유의점 ··································································349
2. 개발 중 유의점 ··································································353
3. 개발 후 유의점 ··································································355


Ⅴ. 설계자로서의 교사 전문성
제17장 백워드 단원 설계의 25가지 문제 해결하기 ··································361
1. 서론 ···············································································361
2. 단원 목표의 문제(1단계) ·······················································362
3. 평가 증거에 관한 문제(2단계) ·················································375
4. 학습 계획의 문제(3단계) ·······················································385

제18장 단원 설계 전문성 ·································································403
1. 성취기준 분석 ····································································403
2. 평가 설계자로서의 전문성 ······················································404
3. 교과-단원-차시수업의 연계적 설계 전문성 ··································405
4. 본질적 질문 중심의 단원 재구성 전문성 ·····································406

제19장 2.0에서 추구하는 교사 전문성 ·················································409
1. 전이 능력을 추구하는 전문성 ··················································409
2. 상이한 유형의 학습목표 판단 전문성 ·········································410
3. 수행과제 설계: 준거와 루브릭 개발의 전문성 ·······························411
4. 1.0과의 연계 전문성 ····························································412

제20장 백워드 설계의 미래(포워드): 백워드 설계와 IB 교육과정 ·················413
1. 백워드 설계 속에서의 IB와의 연계성 ·········································413
2. 적용 사례: IB 단원 설계안 양식 ··············································424
3. 백워드 설계와 2022개정 교육과정: 전이 가능한 이해 개발 ··············439

참고문헌 ··············································································449
찾아보기 ··············································································453