[2판] 특수교육 예비교사를 위한 교수ㆍ학습과정안 작성과 수업의 실제 > 특수교육/창의성.사고력교육

수업이란 학습자가 특정 조건하에서 목표를 달성할 수 있도록 내부와 외부 환경을 체계적으로 계획하고 조정하는 과정이다. 이러한 수업은 교사의 핵심 역할로, 교사들은 매일 수업을 효과적으로 진행하기 위해 지속적으로 노력한다. 특히 특수교육대상학생들을 지도하는 교사들의 경우 더욱 수업에 대하여 애를 태우게 된다. 왜냐하면 교사들은 특수교육대상학생들의 행동을 깊이 이해하고 참다운 인간관계를 맺으며 잘 가르치기 위하여 한층 더 전문적인 지식과 태도와 기술로 다가서야 하기 때문이다. 이러한 수업에 대하여 특수교육에서도 많은 연구들이 이루어져 왔지만, 아직도 계획과 실천 과정에서 많은 어려움을 겪고 있는 것이 사실이다.

특수교육교사들은 질 높은 수업을 계획하고 실행하며 평가하기 위하여 필요한 이론과 지식을 구비하고, 그것을 실제와 연결하는 능력을 발휘하여야만 한다. 특수교육은 분명 독특한 분야이고, 특수교육교사들은 그러한 일을 수행하는 전문가이기 때문이다. 이를 위하여 이 책은 예비 특수교육교사들은 물론 현직 특수교육교사들이 양질의 수업을 계획하고 실행하며 평가할 수 있도록 구성하였다.

목차

∙ 머리말 / 3

제1장 수업과정 모형 ··························································11

1. 수업의 개념과 정의 ···················································13

2. 수업과정 일반모형 ·····················································19

3. 수업과정 일반모형 단계별 활동 ·······································20

제2장 교과별 수업모형 ·······················································25

1. 국어과 ·································································27

2. 사회과 ·································································40

3. 도덕과 ·································································52

4. 수학과 ·································································57

5. 과학과 ·································································63

6. 실과 ···································································73

7. 체육과 ·································································77

8. 음악과 ·································································79

9. 미술과 ·································································82

제3장 교수ㆍ학습과정안 구성 ···············································87

1. 교수ㆍ학습과정안 관점 ················································89

2. 교수ㆍ학습과정안 요소별 관점 ········································96

제4장 교과별 교수ㆍ학습과정안 ···········································117

1. 국어과 ································································119

2. 사회과 ································································131

3. 수학과 ································································143

4. 과학과 ································································158

5. 실과 ··································································168

6. 체육과 ································································179

7. 음악과 ································································194

8. 미술과 ································································204

제5장 통합교육 교수ㆍ학습과정안 ·········································213

1. 특수학교에서의 통합교육 교수ㆍ학습과정안 ·························215

2. 일반학교에서의 통합교육 교수ㆍ학습과정안 ·························221

제6장 교수ㆍ학습 과정안 분석 ············································233

1. 교수ㆍ학습 과정안 분석 ·············································235

2. 교수ㆍ학습 과정안 요소별 분석 ·····································239

제7장 교수ㆍ학습 활동의 기초 ············································243

1. 학습지도의 원리 ·····················································245

2. 학습지도의 실제 ·····················································248

3. 교수ㆍ학습 활동에 임하는 교사의 태도 ······························254

제8장 교수ㆍ학습 활동의 실제 ············································261

1. 도입단계 ·····························································265

2. 전개단계 ·····························································267

3. 정리단계 ·····························································273

제9장 교수ㆍ학습 활동 분석 ···············································275

1. 교수ㆍ학습 활동 분석의 이해 ········································277

2. 교수ㆍ학습 활동 분석의 방법 ········································280

3. 교수ㆍ학습 활동 분석의 실제 ········································285

참고문헌 ································································300

찾아보기 ································································304

저자소개

하상근 

<학력 및 경력>

∙ 공주교육대학교 졸업

∙ 대구대학교 교육대학원 졸업(특수교육 전공, 교육학석사)

∙ 대구대학교 대학원 졸업(특수교육리더십전공, 문학박사)

∙ 특수학급 교사(온양천도초등학교)

∙ 특수학교 교사(천안인애ㆍ공주정명학교)

∙ 특수학교 교감(서산성봉ㆍ공주정명학교)

∙ 특수교육 담당장학사(예산ㆍ천안교육청)

∙ 특수학교 교장(서산성봉ㆍ천안인애학교)

∙ 충남ㆍ대전교육연수원 강사

∙ 한국교원대학교연수원 강사

∙ 겸임교수 및 강사(극동대학교, 나사렛대학교, 백석대학교, 순천향대학교)

∙ 현 호서대학교 평생교육원 강사

<주요 저서 및 논문>

∙ 특수교육 현장에서 말하고·글로 쓰고·실천하기(2014)

∙ 특수교육 행정·경영(공저, 2017)

∙ 특수교육 실과 교육의 이론과 실제(공저, 2019)

∙ 특수학교장의 직무수행능력 설정과 평가 외 다수

김용욱 

<학력 및 경력>

∙ 진주교육대학교 졸업

∙ 대구대학교 교육대학원 졸업(특수교육 전공, 교육학석사)

∙ 대구대학교 대학원 졸업(특수교육리더십전공, 문학박사)

∙ 일반학급, 통합학급 교사

∙ 강사(대구대학교, 인제대학교)

<주요 저서 및 논문>

∙ 특수교육 행정·경영(공저, 2017)

∙ 특수교육 실과 교육의 이론과 실제(공저, 2019)

∙ 장애인 야학의 전개와 학생·교사 문화 외 다수

배송

교환