2022 교육과정에 따른 초등국어과교육의 이해 > 교과교육(각교과교육론)

초등국어과교육은 국어교육의 한 분야로 기초교육, 기본교육, 인성교육, 아동교육, 보통교육, 자유교육, 실용교육, 규범교육, 예술교육, 사고교육, 문화교육, 시민교육, 지식교육, 공통필수 교육 등의 특성을 지닌다. 이러한 특성을 토대로 예비교사들이 초등국어과와 관련하여 반드시 알아 두어야 할 사항을 서술하고자 하였다.

책은 크게 두 부분으로 나뉜다. 먼저 1부에서는 초등국어과 교육의 전모를 조망할 수 있도록 국어과의 성격, 교육과정, 교재, 교수학습, 평가 관련하여 입문적 내용을 설명하였다. 2부에서는 분야별 교육 내용과 교육 방법으로 화법과 화법교육, 읽기와 읽기교육, 쓰기와 쓰기교육, 문법과 문법교육, 문학과 문학교육, 매체와 매체교육을 다루었다. 그리고 2022 개정 국어과 교육과정에서 강조한 기초문식성의 이해와 지도를 별도의 장으로 다루었다. 또한 초등교육에서 아동문학의 역할을 고려하여 아동문학의 이해와 지도도 별도의 장으로 다루었다. 책을 발간하는 시점에는 2015 교육과정과 2022 교육과정이 초등학교에서 동시에 적용되고 있기 때문에 교육 내용을 설명할 때는 둘 다를 함께 설명하였다.

목차

머리말 _ 3

제Ⅰ부 ∙ 초등국어과의 이해

제1장❙국어과 성격 13

01 _ 국어과 교육의 성격 13

가. 국어과 교육의 필요성 ·············································································································13

나. 국어교육과 국어과 교육 ·········································································································14

02 _ 국어과 교육의 특성 16

가. 국어과 교육의 세 측면 ···········································································································16

나. 국어과 교육의 특성 ·················································································································22

03 _ 국어과 교육의 탐구 범주와 과제 27

가. 인간 요인 ··································································································································28

나. 언어 요인 ··································································································································29

다. 활동(사용) 요인 ························································································································30

라. 교육 요인 ··································································································································30

04 _ 외국에서의 자국어 교육 31

제2장❙국어과 교육과정 35

01 _ 국어과 교육과정의 개념과 실행 과정 35

가. 관련 개념의 점검 ·····················································································································35

나. 교육과정의 실행 과정 ·············································································································37

02 _ 국어과 교육과정의 역사적 이해 39

가. 변천의 개관 ······························································································································39

나. 구성 관점의 변화 ·····················································································································42

03 _ 2022 교육과정의 개정 배경과 개정 중점 46

가. 개정 배경 ··································································································································46

나. 개정의 중점 ······························································································································48

04 _ 2022 교육과정의 문서 체제와 주요 내용 50

가. 성격과 목표 ······························································································································52

나. 내용 체계와 성취기준 ·············································································································54

다. 교수ㆍ학습 및 평가 ·················································································································60

제3장❙국어과 교재 65

01 _ 국어과 교재의 개념과 위상 65

02 _ 국어과 교재의 기능과 개발 방향 66

03 _ 2022 국어과 교육과정에 따른 교과서의 특징 70

04 _ 2022 교육과정에 따른 국어 교과서의 체제 73

가. 국어 교과서의 외형 체제 ·······································································································73

나. 2022 국어 교과서의 단원 구성 체제 ···················································································74

05 _ 2022 국어 교과용 도서의 활용 방안 78

가. 교과서 활용의 원칙 ·················································································································78

나. 국어 교과서 활용 방안 ·······································································································80

다. 국어 활동 교과서 활용 방안 ······························································································81

라. 국어 교사용 지도서 활용 방안 ··························································································83

제4장❙국어과 교수학습 87

01 _ 국어과 수업 관련 주요 개념 87

가. 학습자를 보는 관점 ·················································································································87

나. 개념의 층위 ······························································································································88

다. 교육과 수업, 교수와 학습의 관계 ·························································································89

라. 좋은 국어 수업 ························································································································91

마. 국어 수업의 주요 변인 ···········································································································95

바. 국어과 교수ㆍ학습 방법 ··········································································································97

02 _ 국어과 교수ㆍ학습 모형 98

가. 직접 교수 모형 ························································································································99

나. 문제 해결 학습 모형 ·············································································································101

다. 창의성 계발 학습 모형 ·········································································································103

라. 지식 탐구 학습 모형 ·············································································································105

마. 반응 중심 학습 모형 ·············································································································106

바. 역할 수행 학습 모형 ·············································································································108

사. 가치 탐구 학습 모형 ·············································································································110

아. 전문가 협동 학습 모형 ·········································································································112

자. 토의ㆍ토론 학습 모형 ···········································································································114

03 _ 2022 교육과정에 나타난 교수ㆍ학습 방향 116

제5장❙국어과 평가 125

01 _ 평가의 개념과 유형 125

가. 측정과 평가 ····························································································································125

나. 국어과 평가의 방향 ···············································································································130

02 _ 국어과 평가의 방법 133

가. 평가의 기본 전제 ··················································································································133

나. 평가 문항 제작의 일반적 절차 ····························································································134

다. 지필평가의 문항 유형과 제작 ······························································································136

라. 수행평가의 제작 ····················································································································140

제Ⅱ부 ∙ 분야별 교육 내용과 방법

제6장❙화법과 화법교육 145

01 _ 화법의 본질과 과정 145

가. 화법, 혹은 듣기ㆍ말하기의 본질 ·························································································145

나. 듣기ㆍ말하기의 개념과 특징 ································································································146

다. 듣기ㆍ말하기의 과정 ·············································································································148

라. 듣기ㆍ말하기의 구성 요소 ····································································································151

02 _ 듣기ㆍ말하기 영역의 내용 체계 및 성취 기준 157

가. 듣기ㆍ말하기 영역의 내용 체계와 성취기준 ·····································································157

나. 듣기ㆍ말하기 영역의 내용에 대한 이해 ·············································································162

03 _ 듣기ㆍ말하기의 지도 방법 171

가. 듣기ㆍ말하기 지도의 원리 ····································································································172

나. 듣기ㆍ말하기 지도의 모형 ····································································································173

04 _ 듣기ㆍ말하기 평가 175

가. 평가의 방향 ····························································································································175

나. 평가의 방법 ····························································································································176

제7장❙읽기와 읽기교육 179

01 _ 읽기의 개념과 과정 179

가. 관련 개념의 구분 ··················································································································179

나. 읽기의 과정 모형 ··················································································································181

02 _ 읽기 교육의 내용 189

가. 읽기 교육 내용의 개관 ·········································································································190

나. 2015 교육과정의 읽기 교육 내용 ······················································································193

다. 2022 교육과정의 읽기 교육 내용 ······················································································200

03 _ 읽기 지도의 원리와 강조점 218

가. 읽기 지도의 일반 원리 ·········································································································219

나. 2022 교육과정에서 강조한 점 ····························································································225

04 _ 읽기 평가의 방법과 강조점 225

가. 읽기 평가의 방법 ··················································································································226

나. 2022 교육과정에서 강조한 점 ····························································································229

제8장❙쓰기와 쓰기교육 233

01 _ 쓰기 교육의 본질 233

가. 쓰기 교육의 개념과 목표 ·····································································································233

나. 쓰기 본질의 연구 동향 ·········································································································235

02 _ 쓰기 교육의 내용 238

가. 쓰기 교육과정 ························································································································238

03 _ 쓰기 교육의 지도 원리 243

가. 다양한 쓰기 교육의 방법 ···································································································· 243

나. 쓰기 과정별 쓰기 교육의 내용 ····························································································245

04 _ 쓰기 평가 258

가. 쓰기 과제의 제시 ··················································································································259

나. 쓰기 평가의 방법 ··················································································································259

제9장❙문법과 문법교육 265

01 _ 문법 교육의 개념과 교육과정 265

가. 문법 교육의 개념 ··················································································································265

나. 문법 교육의 목표 ··················································································································267

다. 문법 영역의 교육과정 ···········································································································268

02 _ 문법 교육의 내용 이해 275

가. 문자 교육 ································································································································275

나. 발음 교육 ································································································································277

다. 어휘 교육 ································································································································282

라. 문장 교육 ································································································································287

03 _ 문법 교육의 지도 방법 291

04 _ 문법 영역의 평가 293

제10장❙문학과 문학교육 299

01 _ 문학 교육의 필요성 299

가. 문학의 특성과 교육적 가치 ·································································································299

나. 국어과 교육과 문학 교육 ·····································································································301

02 _ 문학 교육의 목표 303

가. 문학 교육의 목표 ··················································································································303

나. 문학 능력과 내용 체계 ·········································································································304

03 _ 문학 교육의 내용 307

가. 문학 영역의 학년(군)별 성취기준 ·······················································································307

나. 내용 구성 요소로서 문학의 갈래에 대한 이해 ·································································314

04 _ 수용과 생산 활동을 위한 문학교육 방법 323

가. 문학 수업에서 학습자의 표현 형식 ····················································································325

나. 활동 중심 문학 수업 아이디어 ····························································································327

05 _ 문학 영역의 평가 330

가. 문학교육에서 평가의 목표 ···································································································330

나. 문학교육에서 평가의 내용 ···································································································331

다. 문학교육에서 평가의 방법 ···································································································332

제11장❙매체와 매체교육 339

01 _ 매체 교육의 필요성 339

가. 과학 기술의 발달과 의사소통 환경의 변화 ·······································································340

나. 단일양식에서 복합양식으로의 확장 ····················································································341

02 _ 매체 교육의 내용 344

가. 매체 교육과정 ························································································································344

03 _ 확장된 문식성 개념에 대한 교사의 이해와 지도 방향 347

04 _ 매체 평가 352

제12장❙기초문식성의 이해와 지도 357

01 _ 기초문식성의 개념과 필요성 357

가. 기초문식성 교육의 필요성 ···································································································357

나. 관련 용어와 개념의 비교 ·····································································································358

02 _ 관련 내용 체계와 성취기준 360

가. 기초문식성 관련 영역과 성취기준의 분석 ·········································································361

나. 기초문식성 교육 내용의 이해 ······························································································367

03 _ 기초문식성의 지도 방법과 프로그램 373

가. 지도 방법 ································································································································374

나. 기초문식성 지도 프로그램 ···································································································377

다. 기초문식성 진단 프로그램 ···································································································378

04 _ 기초문식성 교육의 쟁점과 해결 방향 379

가. 용어와 교육 시기의 문제 ·····································································································380

나. 교육 내용의 구체화 문제 ·····································································································382

제13장❙아동문학의 이해와 지도 387

01 _ 국어과 교육에서 아동문학의 위상 387

02 _ 아동문학의 가치와 특질 388

03 _ 아동문학의 장르별 특성과 구성 요소 391

가. 동시의 특성과 구성 요소 ·····································································································391

나. 동화의 특성과 구성 요소 ·····································································································396

다. 아동극의 특성과 구성 요소 ·································································································400

라. 그림동화의 이해 ····················································································································405

부록❙연습문제 정답 및 예시 교육과정 운영표 425

01 _ 연습 문제(확인 문제) 정답 427

02 _ 예시 교육과정 운영표 428

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