머리말 / 3


제1부 성격론
제1장 목적론 ························································································11
1. 목적 설정 이론 ···········································································14
2. 국어교육 목적 분석 ······································································20
3. 국어 교과 역량과 목적 ··································································26

제2장 철학론: 흐름과 전망 ·······································································35
1. 접근 관점과 전제 ········································································36
2. 근대성의 형성 ············································································38
3. 탈근대와 미래 전망 ······································································44

제3장 정책론: 미국과 한국 ·······································································59
1. 미국의 자국어교육 정책 동향 ···························································60
2. 한국의 국어교육 정책 동향 ······························································65
3. 국어교육 정책 방향 ······································································69


제2부 내용론
제4장 지식론: 기능과 전략 ·······································································83
1. 지식의 깊이와 범위 ······································································85
2. 기능과 전략의 개념 ······································································89
3. 지식의 수준과 활용 ······································································94

제5장 발달론: 읽기의 경우 ·····································································107
1. 읽기와 사고 과정 ·······································································109
2. 읽기 발달 단계 ··········································································114
3. 교사의 역할 ·············································································121

제6장 영역론 ······················································································127
1. 접근 관점 ················································································129
2. 내용의 영역 구분 ·······································································131
3. 내용의 성격과 체계 ·····································································136

제7장 핵심개념론 ·················································································149
1. 도입 배경과 과정 ·······································································152
2. 의미 명료화 ·············································································155
3. 실태와 개선 방향 ·······································································160


제3부 조직론
제8장 계열성론 ····················································································171
1. 개념과 배경 ·············································································172
2. 기존 원리 비판 ··········································································178
3. 원리 개발: 읽기 사례 ···································································184

제9장 통합성론 ····················································································193
1. 개념과 배경 ·············································································194
2. 분석 방법: 국어과 과학 사례 ··························································199
3. 실태와 개선 방향 ·······································································201

제10장 정합성론 ····················································································217
1. 개념과 배경 ·············································································219
2. 대상과 방법: 교육과정과 교과서 ·······················································221
3. 실태와 개선 방향 ·······································································227

제11장 접합성론 ····················································································237
1. 개념과 배경 ·············································································238
2. 대상과 방법: 초등학교와 중학교 ·······················································243
3. 실태와 개선 방향 ·······································································245


제4부 방법론
제12장 교수학습론: 짝 활동 사례 ·······························································263
1. 짝 독서의 개념 ··········································································265
2. 지도 방법과 절차 ·······································································270
3. 적용 사례와 효과 ·······································································274

제13장 평가론: 문항틀의 문제 ···································································285
1. 성취도 평가의 문항틀 ··································································290
2. NAEP의 문항틀 ·········································································293
3. 문항틀의 비교 및 개선점 ·······························································297

제14장 연구 방법론 ················································································307
1. 개념과 배경 ·············································································309
2. 연구 방법의 유형 ·······································································312
3. 연구 방법의 쟁점 ·······································································319

제15장 교사 교육론: PBL 사례 ·································································329
1. 개념과 배경 ·············································································331
2. PBL 실행 과정 ·········································································334
3. 결과와 적용 가능성 ·····································································339

참고문헌 ············································································································354
찾아보기 ············································································································366