[제3판] 학습장애 학생을 위한 교수-학습전략 > 교육학

본서를 개정하면서 1장의 경우, 통합교육 부분에 좀 더 설득력 있는 내용을 넣고자 하였다. 3장의 경우는 수준별 교육과 교실관리 쪽에 초점을 맞추면서 이 책이 교수-학습전략을 주로 다루는 전문서적이지만, 교실수업에서 각 차시의 주요개념(어휘)의 지도전략으로서 직접교수와 명시적 교수에 대해 좀 더 구체적으로 소개하고자 하였다. 그리고 II부의 ‘학습장애 학생을 위한 학습전략’ 부분에는 세련되지 않은 아이디어들을 조금 더 정련화시키고 정보 및 내용이 미흡한 부분에는 더 보완하고자 하였다.

목차

3판을 내면서 ··············································································3
책을 펴면서 ················································································4

Ⅰ. 특수학생 통합교육
제1장 특수학생의 통합교육 ······································································13
1. 장애인 등에 대한 특수교육법 ·························································13
2. 미국의 장애인 교육법과 장애인 관련 교육법 ········································18
3. 통합교육 ···············································································24
4. 관련서비스 ············································································39
5. 특수교육 관련 용어 ···································································43
제2장 학습장애 아동들의 특성··································································47
1. 학습장애 정의의 문제 ·································································47
2. 난독증 ·················································································55
3. 학습장애에 대한 조작적 정의와 중재반응 모형 ······································64
4. 학습장애 아동들의 행동특성 ··························································73
5. 학습장애 학생의 학습특성 ····························································79
6. 학습장애 아동과 우반구적인 정보처리 ················································85
7. 학습장애 아동의 조기선별을 위한 검목표 ············································91
제3장 수준별 수업과 교실관리··································································93
1. 직접교수 ···············································································93
2. 명시적 교수 ···········································································97
3. Scaffolding과 Vygotsky 이론의 응용 ·············································103
4. 개별화교육계획 ·······································································110
5. 통합학급 조직 및 관리전략 ··························································114
제4장 특수아동을 위한 긍정적 행동지원전략················································119
1. 긍정적인 행동지원의 선수조건 ······················································119
2. 학생의 성취동기 향상전략 ···························································121
3. 행동수정전략 ·········································································127

Ⅱ. 학습장애 학생을 위한 학습전략
제5장 듣기ㆍ말하기 학습전략··································································149
1. 학습장애 아동과 듣기 ································································149
2. 학습장애 아동과 말하기 ·····························································151
3. 발표하기 전략 ········································································163
4. 표준 받침 발음 전략 ································································164
5. 이야기 읽기를 통한 대화 촉진전략 ··················································172
6. 말하기 전략 ··········································································175
7. 주제 말하기 표현 전략 ······························································176
8. 교육계획 표현전략 ···································································181
제6장 읽기 학습전략 ············································································183
1. 학습장애 아동과 읽기 ································································183
2. 독해전략: 요약하기 ··································································206
3. 독해ㆍ내용정리전략 ··································································208
4. 단어 확인전략 ········································································211
5. 사전지식 활성화 전략 ································································212
6. 심상재현 전략 ········································································213
7. 이야기 문법 전략 ····································································215
8. 질문전략 ·············································································225
9. 요약전략 ·············································································227
10. 상호호혜 교수전략 ··································································228
제7장 쓰기 학습전략············································································231
1. 학습장애 학생과 쓰기 ································································231
2. 철자 교수전략 ········································································239
3. 문장작성전략 ·········································································240
4. 단락 쓰기 전략 ······································································246
5. 보고서 쓰기 전략 ····································································249
6. 독후감 쓰기 전략 ····································································251
7. 시 써 보기 전략 ·····································································254
8. 편지쓰기 전략 ········································································255
제8장 수학 학습전략············································································257
1. 학습장애 아동과 수학 ································································257
2. 수학에 대한 긍정적인 태도형성 전략 ···············································258
3. 세 자리 끊어 읽기 ···································································260
4. 사칙연산 학습전략 ···································································260
5. 구구단 외우기 전략 ··································································263
6. 측정: inch, feet, yard에 대한 개념 ···············································266
7. 분수 계산전략 ········································································267
8. 문제풀이 전략 ········································································268
9. 응용문제 풀이 전략 ··································································270
10. 끼리네 분수전략 ····································································271
11. 분수와 소수 계산전략 ······························································273
제9장 사회와 과학 학습전략 ···································································275
1. 사회 학습전략 ········································································275
2. 국사지도 그리기 전략 ································································276
3. 역사요약 전략 ········································································278
4. 과학(자연) 학습전략 ·································································280
5. 도표를 이용한 분류 전략 ····························································280
제10장 학습방법에 관한 학습전략·····························································283
1. 숙제하기 전략 ········································································283
2. 공책정리 전략 ········································································286
3. 제출물 관리 전략 ····································································288
4. 협동학습을 위한 전략 ································································288
5. 정보기억전략 ·········································································289
6. 그래픽 조직자 전략 ··································································290
제11장 사회성 학습전략·········································································293
1. 학습장애 학생의 사회성 진단평가 ···················································293
2. 정서적 자신감 지원전략 ·····························································296
3. 동료를 받아들이는 사회성 기술 전략 ···············································297
4. 악담과 욕설 퇴치전략 ································································298
5. 학습장애 학생의 사회성 지원전략 ···················································300

Ⅲ. 학습전략의 교수 및 개발
제12장 학습전략의 교수방법···································································309
1. 인지이론 ·············································································309
2. 인지전략 ·············································································312
3. 학습전략에 있어서 인지, 초인지, 정의적 측면의 중요성 ···························313
4. 학습전략 교수의 특성 ································································316
5. 기억장치 ·············································································325
6. 학습전략 교수의 단계 ································································338
7. 시험전략 교수의 예 ··································································343
제13장 전략개입모형과 학습전략의 개발······················································353
1. 전략개입모형과 개발방법 ····························································353
2. 학습전략 개발의 예 ··································································359
 

Ⅳ. 기타 장애영역
제14장 경도 지적장애 학생 ····································································369
1. 경도 지적장애 정의 ··································································369
2. 경도 지적장애 학생들의 행동특성 ···················································370
3. 경도 지적장애 학생들의 학습특성 ···················································373
4. 교수-학습전략 ·······································································374
제15장 정서/행동장애 학생·····································································381
1. 정서ㆍ행동장애의 정의 ······························································381
2. 정서ㆍ행동장애 학생들의 행동특성 ··················································382
3. 정서ㆍ행동장애 학생들의 학습특성 ··················································383
4. 교수-학습전략 ·······································································385
제16장 언어장애 아동들의 특성·······························································391
1. 언어장애의 정의 및 분류 ····························································391
2. 언어장애아동들의 특성 ·······························································392
3. 교수-학습전략 ·······································································392
제17장 감각운동장애 학생······································································395
1. 청각장애 학생 ········································································395
2. 시각장애 학생 ········································································400
3. 지체장애 학생들의 특성 ·····························································403

참고문헌 ·················································································405
부 록 ················································································428
찾아보기 ·················································································429

저자소개

김 윤 옥 (金 潤 玉: 교육학박사, 특수교육: 학습장애 전공)
<학력 및 경력>
교육학학사 (부산대학교)
교육학석사 (부산대학교 대학원)
사회사업학석사 (미국 University of West Virginia)
교육학박사 (미국 University of West Virginia, 특수교육전공)
미국 University of West Virginia 강사 역임 (1991. 1 ～ 1991. 7)
현 공주교육대학교 교수
<주요 저서> ￭김윤옥. 발달적 학습장애아의 행동문제 및 교육대책. 서울: 도서출판 특수교육, 1995. ￭김윤옥 외 6인. 교육연구를 위한 질적 연구방법과 설계. 서울: 문음사, 1996. ￭김윤옥 편역. 학습장애 아동을 위한 시험전략. 서울: 교육과학사, 1999. ￭김윤옥 외 13인. 읽기진단검사. 서울: 도서출판 특수교육, 2001. ￭김윤옥·민혜정. 독해·내용정리전략. 서울: 문음사, 2003. ￭김윤옥. 특수아동상담입문. 서울: 문음사, 2003. ￭김윤옥·김문기·봉원용·전정미. 호랑이 문장작성전략. 서울: 문음사, 2004. ￭김윤옥. 통합교육 책무성을 위한 직접교수의 원리와 실제. 서울: 학지사, 2005. ￭김윤옥. 어휘획득전략. 서울: 교육과학사, 2006. ￭김윤옥. 논술시험전략. 서울: 교육과학사, 2008. ￭김윤옥. 학습장애의 이론적 기초. 경기: 교육과학사, 2011. ￭김윤옥. ‘양가’집 도련님: 읽기장애(난독증) 사례연구. 경기: 교육과학사, 2014. ￭김윤옥. 읽기진단평가. 서울: 인싸이트, 2017.

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