[2판] 특수교육 교육과정 > 교육학

본 개정판은 초판과 비교하였을 때, 다음과 같은 세 가지 특징을 지닌다.
첫째, 이 책의 기본구조는 초판과 동일하게 교육과정과 관련된 이론적 측면과 실제적 측면을 모두 다루었다. 이론적 측면에서는 교육과정의 개념, 교육과정 개발의 모형, 교육과정의 운영 및 평가 등에 대해 다루었으며, 실제적 부분에서는 거시(macro) 교육과정 분야인 국가수준 교육과정 및 지역수준 교육과정을 비롯하여 미시(micro) 교육과정 분야인 학교수준 교육과정과 학급수준의 개별화 교육계획(IEP)까지 두루 다루었다. 왜냐하면 아무리 거시 교육과정이 정교하다 하더라도 현장 교사수준에서 미시 교육과정의 작업이 제대로 이루어지지 못할 경우 교실에서의 실질적인 교육과정의 변화는 기대할 수 없기 때문이다.
둘째, 이 책은 교육과정에 대한 지극히 기초적이고 원론적인 이해를 도모하는 데 그 목적을 두었기 때문에, 교육과정 분야에서 반드시 알아야 할 기본적인 개념과 원리를 보다 알기 쉽게 설명하려고 하였다. 저자의 입장에서가 아니라 독자의 입장에서 정말로 쉽게 이해하고 이용할 수 있도록 풀어서 설명하려고 노력하였고, 또 이해를 돕기 위해 많은 예시를 제시하고 각주를 통해 보충 설명하였다. 그리고 이 책은 “학교에서는 학생들에게 도대체 무엇을 가르쳐야 하는가?”라는 질문에 답하는 교육과정학에 관한 개론서이기 때문에 불필요한 내용은 과감하게 삭제하고 한 학기용의 강의교재로 내용분량을 적절하게 조절하였다.
셋째, 이 외에도 초판의 원고를 꼼꼼하게 읽으면서 오탈자 등을 바로잡고자 노력하였다.

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머리글_ 3

제1장 교육과정의 이해 11
1. 교육과정의 의미 ···································································· 14
가. 학교교육과 교육과정 ························································· 14
나. 교육과정의 어원적 의미 ··················································· 15
다. 교육과정 의미분석의 틀과 교육과정의 의미 ·················· 16
라. 준거별 교육과정의 유형 ··················································· 21
2. 교육과정의 기초 ···································································· 33
가. 교육과정 구현의 과정 ······················································· 33
나. 교육과정 개발의 체제 ······················································· 36
다. 교육과정 탐구의 기초 ······················································· 40
라. 교육과정 연구의 동향 ······················································· 47

제2장 장애학생의 교육과 교육과정 55
1. 장애학생 교육의 특징 ··························································· 58
가. 교육적 요구의 보편성과 특수성 ······································ 58
나. 장애학생 교육의 형태 ······················································· 61
다. 특수교육기관의 특성 ························································· 63
2. 특수교육 교육과정의 특성 ···················································· 66
3. 장애학생 교육과정의 접근 유형 및 동향 ··························· 69
가. 전통적 특수교육 교육과정의 접근 ·································· 70
나. 최근 특수교육 교육과정의 동향 ······································ 74

제3장 교육과정의 개발 89
1. 교육과정 개발의 수준 ··························································· 92
가. 국가수준 교육과정 ···························································· 93
나. 지역수준 교육과정 ···························································· 93
다. 학교수준 교육과정 ···························································· 94
2. 교육과정 개발의 참여자 ······················································· 95
가. 교육과정 의사결정의 정당성 확보 ·································· 96
나. 교육과정 개발의 참여자와 역할 ······································ 98
3. 교육과정 개발의 원리 ························································· 103
4. 교육과정 개발의 모형 ························································· 105
가. 합리적 모형 ····································································· 106
나. 순환적 모형 ····································································· 112
다. 역동적/상호작용적 모형 ················································· 115
라. 그 밖의 모형 ··································································· 120

제4장 교육목표의 설정 129
1. 교육목표의 의미와 위계 ····················································· 132
2. 교육목표의 설정 ·································································· 139
가. 교육목표 설정의 자원 ···················································· 139
나. 교육목표 설정의 과정 ···················································· 141
다. 교육목표 설정의 원칙 ···················································· 143
3. 교육목표의 분류 ·································································· 145
가. 전통적 교육목표의 분류 ················································· 145
나. 새로운 교육목표의 분류 ················································· 149
4. 교육목표의 진술 ·································································· 151
가. 수업목표 설정의 과정 ···················································· 153
나. 수업목표 진술의 방법 ···················································· 154
5. 목표 설정 시 장애학생을 위한 고려점 ····························· 162

제5장 교육내용의 선정과 조직 167
1. 교육내용의 의미 ·································································· 170
2. 교육내용 선정의 원리 및 기준 ·········································· 171
3. 교육내용 조직의 원리 ························································· 175
4. 교육내용 조직의 방법과 조직의 유형 ······························· 180
가. 교육내용 조직의 방법 ···················································· 180
나. 교육내용 조직의 유형 ···················································· 182
5. 교육내용 선정 시 장애학생을 위한 고려점 ····················· 189
 

제6장 교육과정 운영 및 평가 197
1. 교육과정 운영 ······································································ 200
가. 교육과정 운영의 의미 ···················································· 200
나. 교육과정 운영의 기본 원리 ··········································· 204
다. 교육과정 운영에 영향을 미치는 요인 ·························· 208
라. 교육과정 운영의 전략 ···················································· 210
2. 교육과정 평가 ······································································ 212
가. 교육과정 평가의 의미와 개념 ······································· 212
나. 교육과정 평가의 목적 ···················································· 213
다. 교육과정 평가의 대상과 영역 ······································· 215
라. 교육과정 평가의 유형 및 모형 ····································· 219
마. 교육과정 평가의 방법 및 절차 ····································· 225

제7장 우리나라 특수교육 교육과정의 변천 233
1. 국가수준 특수교육 교육과정의 시대 구분 ······················· 236
2. 시대 구분에 따른 특수교육 교육과정의 특징 ·················· 237
가. 광복이전 일제강점기의 특수교육 교육과정 ················· 237
나. 광복 이후의 특수교육 교육과정 ···································· 240
다. 2015 개정 특수교육 교육과정 ······································ 264

제8장 특수교육 교육과정의 관련 법규 275
1. 대한민국 헌법 ······································································ 278
2. 교육기본법 ············································································ 280
3. 초･중등교육법 및 시행령 ··················································· 281
가. 초･중등교육법 ································································· 281
나. 초･중등교육법 시행령 ···················································· 289
4. 장애인 등에 대한 특수교육법 ············································ 292
5. 기타 법령 ············································································· 299
 

제9장 국가수준 교육과정의 개발 301
1. 교육과정 개발의 역할분담 체제 ········································ 304
2. 국가수준 교육과정의 의미와 성격 ···································· 306
3. 국가수준 교육과정 기준 설정의 필요성 ··························· 310
4. 국가수준 교육과정 개발의 실제 ········································ 312
가. 국가수준 교육과정 개정의 방식 ···································· 312
나. 국가수준 교육과정 개발의 실제 ···································· 313

제10장 지역수준 교육과정의 개발 319
1. 지역수준 교육과정 개발의 필요성과 근거 ······················· 322
가. 지역수준 교육과정 개발의 필요성 ································ 322
나. 지역수준 교육과정 개발의 근거 ···································· 323
2. 지역수준 교육과정 지침의 역할과 기능 ··························· 327
3. 지역수준 교육과정 개발의 실제 ········································ 330
가. 지역수준 교육과정 편성･운영지침의 개발 ··················· 330
나. 지역수준 교육과정 개발의 유의사항 ···························· 339

제11장 학교수준 교육과정의 편성과 운영 343
1. 학교수준 교육과정의 의의와 필요성 ································· 346
가. 학교수준 교육과정의 의미와 성격 ································ 346
나. 학교수준 교육과정의 필요성 ········································· 348
다. 학교수준 교육과정 편성･운영의 근거 ·························· 350
2. 학교수준 교육과정 개발의 범위 ········································ 352
3. 학교수준 교육과정의 편성과 운영 ···································· 354
가. 학교수준 교육과정 편성･운영의 기본 원리 ················· 354
나. 학교수준 교육과정 편성･운영의 실제 ·························· 356
 

제12장 통합교육 교육과정의 편성과 운영 375
1. 장애학생 배치 경향과 교육과정 사고의 변화 ·················· 378
2. 일반학급 및 특수학급 교육과정 관련 규정 ····················· 380
3. 일반교육 교육과정의 변형수준에 따른 교육과정의 유형 ·· 382
4. 통합교육 교육과정 편성･운영의 절차 ······························· 390
5. 통합교육 교육과정 참여증진을 위한 교수적 수정 ·········· 394
가. 교수적 수정의 의의 ························································ 394
나. 교수적 수정의 유형 ························································ 395
다. 교수적 수정의 절차 ························································ 402
6. 통합교육 교육과정 실행을 위한 교수-학습형태 ·············· 404
7. 통합교육 교육과정 편성과 운영을 위한 과제 ·················· 413

제13장 개별화 교육계획의 구안과 실행 421
1. 개별화 교육계획의 정의 및 기능 ······································ 424
가. 개별화 교육계획의 정의 ················································· 424
나. 개별화 교육계획의 목적과 기능 ···································· 425
다. 개별화 교육계획의 관련 법규 ······································· 429
2. 개별화 교육계획의 구안 ····················································· 431
가. 개별화 교육계획의 구성 요소 ······································· 431
나. 개별화 교육계획의 작성 시기 ······································· 433
다. 개별화교육지원팀의 구성 ··············································· 434
라. 개별화 교육계획의 작성 ················································· 438
3. 개별화 교육계획의 실행 및 평가 ······································ 454
가. 개별화 교육의 실행 ························································ 454
나. 개별화 교육의 평가 ························································ 457
 

제14장 중도･중복장애학생의 교육과정 편성과 운영 463
1. 중도･중복장애학생의 특성과 교육과정 ····························· 466
가. 중도･중복장애의 개념과 특성 ······································· 466
나. 중도･중복장애학생의 교육과정 ······································ 468
2. 중도･중복장애학생 교육과정 편성･운영의 기본원칙 ······· 470
가. 연령에 적합한 실용적 기능 강조 ·································· 470
나. 통합된 교육환경 고려 ···················································· 470
다. 자료에 근거한 교육과정 구성 ······································· 471
3. 중도･중복장애학생 교육과정 편성･운영의 실제 ·············· 472
가. 교육과정 유형의 결정 ···················································· 472
나. 기능적 교육과정의 개발 ················································· 473

찾아보기_ 491
교육과정 관련 용어_ 503

저자소개

❙이 유 훈
전 국립서울맹･농학교 교장
안동교육대학 졸업
대구대학교 교육대학원 졸업(특수교육전공, 교육학석사)
대구대학교 대학원(정신지체아교육전공, 문학박사)
교육부 특수교육정책과장, 국립특수교육원 연수과장 및 기획연구과장, 한국특수교육총연합회장, 한국특수교육교과교육학회장
논문: 학습자 중심의 학교 교육과정 구성모형 외 다수
저서: 특수교육과정 운영론, 특수교육 경영론, 장애학생 통합교육론(공저), 특수교육 교과교육론(공저), 학교중심 교육과정의 이론과 실제(공저) 외 다수

❙김 형 일
나사렛대학교 중등특수교육과 교수
대구대학교 특수교육과 졸업
단국대학교 대학원(정신지체아교육전공, 교육학 석사 및 박사)
서울정진학교, 서울정문학교 교사
교육부 국립특수교육원 교육연구사
논문: 사회적 상황에 다른 정신지체학생의 사회적 정보처리 능력 연구 외 다수
저서: 개별화 교육계획 이론과 실제, 장애학생 전환 과정 지원 방안 연구 외 다수

❙정 동 영
한국교원대학교 교육학과 교수
부산교육대학 졸업
대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)
논문: 특수교육의 재개념화와 그 특수성 해명, 최소제한적 환경의 개념 진전과 그 함의 재고, 통합학급의 장애학생을 위한 차별화 교수전략 탐색 등
저서: 특수교육의 이해(공저), 특수교육 과학교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저) 등
역서: 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역), 특수교육의 쟁점

❙정 희 섭
원광대학교 중등특수교육과 교수
대구대학교 특수교육과 졸업
한국교원대학교 대학원(교육과정전공, 교육학석사)
대구대학교 대학원(정신지체아교육전공, 문학박사)
교육부, 국립특수교육원 교육연구사
논문: 통합교육 장면에서의 교육과정 실행 방략 외 다수
저서: 특수교육학개론(공저), 특수교육 교육과정론(공저) 외 다수

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