5판 머리글_ 2

제1장 교육과정의 이해··································································13

1. 교육과정의 의미 ································································14
가. 학교 교육과 교육과정 ····················································14
나. 교육과정의 어원적 의미 ··················································15
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ················17
2. 준거별 교육과정의 개념 유형 ················································22
가. 교육과정 의사 결정의 주체 ··············································23
나. 교육과정 실현의 수준 ····················································25
다. 교육과정 의도성의 여부 ··················································27
라. 교육 사조의 변천 ·························································30
3. 교육과정의 기초 ································································37
가. 교육과정 활동 ·····························································37
나. 교육과정 개발의 체제 ····················································39
다. 교육과정 탐구의 기초 ····················································44
라. 교육과정 이론의 흐름 ····················································51

제2장 특수교육 대상 학생의 교육과 교육과정·····································65

1. 특수교육 대상 학생 교육의 특징 ············································66
가. 특수교육 대상 학생 교육의 두 가지 준거 ·····························66
나. 특수교육 대상 학생의 교육 서비스 체계 ······························67
2. 특수교육 교육과정의 특성 ····················································70
가. 특수교육 교육과정의 법제적 근거 ······································70
나. 특수교육 교육과정의 구성 체제 ·········································74
다. 특수교육 교육과정의 특성 ···············································77
3. 특수교육 대상 학생의 교육과정 접근 유형 및 동향 ·······················80
가. 전통적 특수교육 교육과정의 접근 ······································81
나. 최근 특수교육 교육과정의 동향 ·········································85

제3장 교육과정의 개발································································105

1. 교육과정 개발의 의미와 원리 ···············································106
가. 교육과정 개발의 의미 ···················································106
나. 교육과정 개발의 기본 원리 ············································109
2. 교육과정 개발의 수준 ························································113
가. 국가 수준의 교육과정 ···················································114
나. 지역 수준의 교육과정 ···················································114
다. 학교 수준의 교육과정 ···················································115
라. 학급 수준의 교육과정 ···················································116
3. 교육과정 개발의 참여자 ·····················································118
가. 교육과정 의사 결정의 정당성 확보 ···································118
나. 교육과정 개발의 참여자와 역할 ·······································119
4. 교육과정 개발의 모형 ························································124
가. 합리적/목표 모형 ························································125
나. 순환적 모형 ······························································131
다. 역동적/상호 작용 모형 ··················································134
라. 그 밖의 모형 ·····························································142

제4장 교육 목표의 설정·······························································163

1. 교육 목표의 의미 ·····························································164
가. 교육 목표의 의미와 위계 ···············································164
나. 교육 목표의 기능 ························································169
2. 교육 목표의 설정 ·····························································171
가. 교육 목표 설정의 기초 자원 ···········································171
나. 교육 목표 설정의 과정 ·················································173
다. 교육 목표 설정의 원칙 ·················································175
3. 교육 목표의 분류 ·····························································176
가. 전통적 교육 목표의 분류 ···············································176
나. 새로운 교육 목표의 분류 ···············································182
4. 수업 목표의 진술 ·····························································188
가. 교육 목표의 상세화 ·····················································188
나. 수업 목표 설정의 방법 ·················································189
다. 수업 목표 진술의 방법 ·················································193
라. 교육 목표 진술 시 고려 사항 ··········································202

제5장 교육 내용의 선정과 조직·····················································207

1. 교육 내용의 개념 ·····························································208
가. 교육 내용의 의미 ························································208
나. 교육 내용의 실체 ························································210
2. 교육 내용의 선정 ·····························································213
가. 교육 내용 선정의 준거 ·················································213
나. 교육 내용 선정의 방법 ·················································216
3. 교육 내용의 조직 ·····························································220
가. 교육 내용의 조직 요소 및 조직 구조 ·································220
나. 교육 내용 조직의 원리 ·················································223
다. 교육 내용 조직의 방법 ·················································230
라. 교육 내용 조직의 유형 ·················································234

제6장 교육과정 운영···································································249

1. 교육과정 운영의 의미와 관점 ···············································250
가. 교육과정 운영의 의미 ···················································250
나. 교육과정 운영의 관점 ···················································252
2. 교육과정 운영의 기본 원리 ·················································257
3. 교육과정 운영에 영향을 미치는 요인 ······································260
4. 교육과정 운영의 전략 ························································265
5. 교육과정 운영과 교사 ························································266
가. 교육과정 실행에서 교사의 역할 ·······································266
나. 교사의 교육과정 실행 양상 ············································268
다. 교사들의 저항과 변화 방법 ············································269
라. 교사의 교육과정 운영 지원 모형 ·····································271

제7장 교육과정 평가···································································281

1. 교육과정 질 관리와 평가 ····················································282
2. 교육과정 평가의 개념과 목적 ···············································283
가. 교육과정 평가의 개념 ···················································283
나. 교육과정 평가의 목적 ···················································285
3. 교육과정 평가의 대상과 영역 ···············································287
4. 교육과정 평가의 유형 및 모형 ·············································291
가. 목표 중심 평가 모형: Tyler의 목표 달성 모형 ······················294
나. 관리 중심 평가 모형: Stufflebeam의 CIPP 모형 ···················295
다. 수혜자 중심 평가 모형: Scriven의 주요 평가 체크리스트(KEC) ··297
라. 전문가 중심 평가 모형: Eisner 감상·비평 모형(감식안 모형) ····298
마. 참여자 반응 평가 모형: Parlett와 Hamilton의 조명적 평가 모형 ···299
5. 교육과정 평가의 방법 및 절차 ·············································300
가. 학교 교육과정 평가의 방법 ············································301
나. 학교 교육과정 평가의 절차 ············································304
다. 학교 교육과정 평가의 영역 및 내용 ··································306
라. 교육과정 평가의 방향 ···················································308

제8장 우리나라 특수교육 교육과정의 변천········································313

1. 국가 수준 특수교육 교육과정의 시대 구분 ································314
2. 시대 구분에 따른 특수교육 교육과정의 특징 ·····························315
가. 광복 이전 일제 강점기의 특수교육 교육과정 ························315
나. 광복 이후의 특수교육 교육과정 ·······································317
다. 2022 특수교육 교육과정 ···············································337

제9장 특수교육 교육과정의 관련 법규·············································353

1. 대한민국 헌법 ·································································354
2. 교육 기본법 ···································································356
3. 초·중등 교육법 및 시행령 ·················································357
가. 초·중등 교육법 ·························································357
나. 초·중등 교육법 시행령 ················································364
4. 장애인 등에 대한 특수교육법 ···············································368
가. 용어의 정의 ······························································368
나. 특수교육 대상자의 선정 ················································369
다. 순회교육 ··································································370
라. 통합교육 ··································································371
마. 개별화 교육 ······························································371
바. 진로 및 직업 교육 ······················································372
사. 교육과정의 운영 등 ·····················································373
5. 기타 법령 ······································································374

제10장 학교 수준 교육과정의 설계와 운영·········································377

1. 학교 수준 교육과정의 의의 ·················································378
가. 학교 수준 교육과정의 의미 ············································378
나. 학교 수준 교육과정의 필요성 ··········································381
다. 학교 수준 교육과정 설계·운영의 근거 ······························383
2. 학교 수준 교육과정 개발의 유형 ···········································384
3. 학교 수준 교육과정의 설계와 운영 ········································387
가. 학교 수준 교육과정 설계·운영의 기본 원리 ························387
나. 학교 수준 교육과정 설계·운영의 실제 ······························390

제11장 교사 수준 교육과정과 교육과정 재구성····································411

1. 교사 수준 교육과정의 의미 ·················································412
2. 교사에 의한 교육과정 재구성 ···············································414
가. 교사 수준 교육과정 재구성의 의미 ···································414
나. 교육과정 재구성의 필요성 ··············································418
다. 교육과정 재구성의 실제 ················································420

제12장 교수·학습 활동의 실제······················································441

1. 학습 경험의 선정과 조직 ····················································442
가. 학습 경험의 의미 ························································442
나. 학습 경험의 선정과 조직 ···············································443
2. 교수·학습 활동의 실제 ·····················································448
가. 단원의 계획 ······························································448
나. 교수·학습 활동 ·························································459
다. 교수·학습 자료의 선정과 개발 ·······································485

제13장 통합교육 교육과정의 편성과 운영··········································493

1. 특수교육 대상 학생의 배치 경향과 교육과정 사고의 변화 ··············494
2. 일반학급 및 특수학급 교육과정 관련 규정 ································496
3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형 ···············498
4. 통합교육 교육과정 편성·운영의 절차 ·····································506
가. 편성 단계 ·································································507
나. 운영 단계 ·································································508
다. 평가 단계 ·································································509
5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정 ··················510
가. 교수적 수정의 의의 ·····················································511
나. 교수적 수정의 유형 ·····················································511
다. 교수적 수정의 절차 ·····················································518
6. 통합교육 교육과정 실행을 위한 교수·학습 형태 ························520
7. 통합교육 교육과정 편성과 운영을 위한 과제 ·····························528
가. 특수교사와 일반교사의 협력적인 관계 조성 ·························528
나. 교육과정의 효율적인 운영을 위한 전문가의 역할 분담 ············529
다. 다양한 교수·학습 전략 모색 ··········································531

제14장 개별화 교육 계획의 구안과 실행············································537

1. 개별화 교육 계획의 정의 및 기능 ··········································538
가. 개별화 교육 계획의 정의 ···············································538
나. 개별화 교육 계획의 기능 ···············································539
다. 개별화 교육 계획의 관련 법규 ········································540
2. 개별화 교육 계획의 구안 ····················································542
가. 개별화 교육 계획의 구성 요소 ········································542
나. 개별화 교육 계획의 작성 시기 ········································543
다. 개별화 교육 지원팀의 구성 ············································545
라. 개별화 교육 계획의 작성 ···············································549
3. 개별화 교육 계획의 실행 및 평가 ··········································563
가. 개별화 교육의 실행 ·····················································563
나. 개별화 교육의 평가 ·····················································566

제15장 개별화 전환 계획의 작성과 실행············································571

1. 전환 교육의 개념 ·····························································572
2. 전환 교육의 모형 ·····························································573
3. 전환 교육의 평가 ·····························································576
가. 전환 평가의 의미 ························································576
나. 전환 평가의 단계 ························································577
4. 전환 계획 ······································································579
가. 전환 일정 계획 ··························································580
나. 전환 계획의 과정 ························································583
다. 개별화 전환 계획의 작성 ···············································584
5. 전환 교육과 고용 ·····························································589
가. 비고용 ·····································································590
나. 무보수 ·····································································590
다. 보호 작업장 ······························································591
라. 지원 고용 ·································································591
마. 경쟁 고용 ·································································602
바. 기관 간 협력 ·····························································603

제16장 중도중복장애 학생의 교육과정 설계와 운영······························607

1. 중도중복장애 학생의 특성과 교육과정 ·····································608
가. 중도중복장애의 개념과 특성 ···········································608
나. 중도중복장애 학생의 교육과정 ·········································611
2. 중도중복장애 학생 교육과정 편성·운영의 기본 원칙 ···················613
가. 연령에 적합한 실용적 기능 강조 ······································613
나. 통합된 교육 환경 고려 ·················································614
다. 자료에 근거한 교육과정 구성 ··········································615
라. 증거 기반 실제의 사용 ·················································616
마. 학생의 교육 가능성에 대한 확고한 신념 ·····························616
3. 중도중복장애 학생 교육과정 편성·운영의 실제 ·························617
가. 중도중복장애 학생을 위한 교육과정 개발의 준거 ···················617
나. 기능적 교육과정 개발의 실제 ··········································618

찾아보기 ···········································································637
교육과정 관련 용어 ······························································650