신교육목표분류학의 이론과 실천 > 교육과정/교육평가

한국의 교육과정과 교실 수업의 큰 문제는 교육과정의 성취기준 분석과 설정, 성취기준 재구성, 단원 및 수업 목표의 설정, 평가 기준 및 방법, 평가 문항의 출제 및 채점, 루브릭의 작성 등에서 여전히 1956년에 제시된 Bloom 등의 교육목표분류학에 의존하고 있다는 점이다. 아직도 68년 전의 것을 사용하고 있는 형국이다. 1956년 이후로 학습자의 학습과 행동을 설명하는 이론들(주로 학습이론이나 심리이론 등)이 매우 다양하게 출현하였으며, 지금에도 매우 진전된 이론들(인지이론, 구성주의, 뇌기반 학습이론, 학습과학, 복잡계 접근, 신경과학 등)이 각광을 받고 있는 실정이다. 이제 1956년의 구체제를 넘어서야 할 시점이다.

교육목표분류학은 주지하다시피 주로 학습에 대한 행동주의(자들)의 입장에서 만들어진 것으로 많은 비판을 받고 있어서 이제 새로운 분류학이 등장하고 있다. 이 책은 교육과정-수업-평가를 혁신하고자 하는 교육자들에게 많은 혜택을 안겨줄 것으로 기대한다.

첫째, 교육 활동이 목표로 삼아야 하는 바를 분명하게 해준다는 점이다. 무릇 모든 교육활동은 그 추구하는 바가 분명해야 한다. 목표분류학은 이 문제를 명쾌하게 해결해준다.

둘째, 교사에게 구체적인 정보와 안내를 제공해준다. 교사가 하는 일 중에서 가장 중요하고도 핵심적인 일은 교과를 가르쳐서 학습자의 행동을 가치로운 방향으로 변화시키는 것이다. 이 일을 교육과정 기준 분석과 해석, 수업 기준 설정, 평가 기준을 통해 가능하도록 해준다.

셋째, 교육과정 기준을 다양하고도 폭넓게 이해하도록 해준다. 현재 한국의 국가교육과정 수준에서는 교과별 단원 성취기준과 가장 밀접하게 관련되어 있다. 물론 교사의 입장에서는 교과 수업목표 작성 시에 직접적으로 활용하고 있는 편이다.

넷째, 교육과정, 수업, 평가의 기준들 간의 연계성을 높일 수 있다. 이 세 가지 수준의 연계성이 높아야 교육의 일관성과 예측가능성, 질 제고와 관리가 가능해진다.

다섯째, 진정한 이해, 심층적 학습, 역량기반 교육이 효과적으로 실천될 수 있다. 목표분류학에서 강조하는 것은 학습자의 행동 수준이며, 이 수준들이 무엇을 의미하며, 학습과 평가 시에 어떻게 실천해야 하는지를 분명하게 할 것을 강조한다는 점이다. 백워드 설계에서 강조하는 전이 가능한 이해(transferable understanding), 심층적 학습, 역량기반 교육도 제대로 이루어질 수 있는 것이다.

목차

저자 서문 / 3

Ⅰ. 신교육목표분류학의 대두

제1장 교육목표분류학의 필요성과 가치: Bloom의 분류학에 대한 개정의 필요성 ······································15

1. 교육목표분류학의 역사: Bloom의 분류학의 사용에 대한 간략한 역사 ······························16

2. 과거 Bloom의 교육목표분류학: 요약 ········································21

3. 교육목표분류학의 가치 ························································26

제2장 Bloom의 교육목표분류학의 문제점 ············································29

1. 원리의 교육적 문제 ····························································31

2. 원리의 중립성 문제 ····························································31

3. 정보, 내용, 지식의 구분 ·······················································32

4. 유목의 구인타당도, 유목의 모호성, 위계의 비타당성 ·····················32

5. 유목의 변화 ·····································································33

6. 일차원적 단일성 ································································34

제3장 구 교육목표분류학에 대한 대응: 교육목표분류학에 대한 대안적 연구들 ·········································37

1. 과거, 현재, 그리고 변화 ·······················································37

2. Bloom의 분류학에 대한 개정의 노력: 하나의 단서 ·······················40

3. 한국에서의 선행연구 ···························································44

Ⅱ. 신교육목표분류학의 이론과 다양한 버전

제4장 신교육목표분류학의 이론 ·························································49

1. 교육목표에 대한 새로운 관점 ·················································49

2. 신분류학의 이론적 기초: 인지 구성주의와 신행동 모형 ··················50

3. 다양한 교육목표분류학과 사례 ···············································53

제5장 Hauenstein의 분류학(1998) ···················································55

1. 개요 ··············································································55

2. 특징 ··············································································55

3. 활용상의 이점 ···································································56

제6장 Anderson의 분류학(2001) ·····················································67

1. 개요 ··············································································67

2. 특징 ··············································································67

3. 분류학 표 활용 방법 ···························································68

제7장 Marzano의 분류학(2001) ·······················································77

1. 개요 ··············································································77

2. 특징 ··············································································78

3. 활용상의 이점 ···································································81

제8장 Marzano & Kendall의 분류학(2007) ········································87

1. 개요 ··············································································87

2. 특징 ·············································································114

3. 활용상의 이점 ·································································117

제9장 Marzano & Kendall의 신교육목표분류학(2008) ··························119

1. 개요 ·············································································119

2. 특징 ·············································································149

3. 활용상의 이점 ·································································151

Ⅲ. 신교육목표분류학의 실천

제10장 Anderson의 분류학의 수업 실제 적용 ······································155

1. 지식 차원 ······································································155

2. 인지과정 차원 ·································································157

3. 활용의 실제 ····································································159

제11장 Hauenstein의 분류학의 수업 실제 적용 ····································193

1. 행동 영역 ······································································193

2. 인지적 영역 ····································································195

3. 정의적 영역 ····································································197

4. 심동적 영역 ····································································198

5. 활용의 실제 ····································································200

제12장 Marzano & Kendall의 분류학(Ⅰ)의 수업의 실제 적용 ··················205

1. 지식 영역 ······································································205

2. 처리 수준 ······································································206

3. 활용의 실제 ····································································208

제13장 Marzano & Kendall의 분류학(Ⅱ)의 수업 실제 적용 ····················231

1. 인출 ·············································································232

2. 이해 ·············································································235

3. 분석 ·············································································237

4. 지식 활용 ······································································242

5. 메타인지 체제 ·································································246

6. 자기 체제 ······································································250

제14장 암기, 이해, 발견의 분류학과 실천 ············································255

1. 암기 ·············································································256

2. 이해 ·············································································261

3. 발견 ·············································································274

4. 교과별 문항과 목표 ···························································285

제15장 미래 학습성과 분류학과 실천: 초교과적 학습성과를 중심으로 ···········311

1. 교육에서 계획적 변화의 대상으로서 인간 행동 영역과 수준: Hauenstein 분류 틀의 재구성 ··············································311

2. 초교과적 학습 성과의 정의 ··················································317

3. 학습목표 유형: McTighe(2013) 연구 기반 ·······························319

4. 수행 영역 및 수행 지표 ······················································322

5. 범교과적 학습 성과(효과)에 대한 평가 ·····································327

6. 초석 과제 ······································································328

Ⅳ. 교육과정 실천의 혁신 적용

제16장 백워드 설계의 적용 ······························································345

1. 백워드 설계의 특징과 단계 ··················································345

2. 백워드 설계와의 관련성 ······················································349

3. 백워드 설계의 적용 ···························································352

제17장 과정중심 수행평가의 적용 ······················································363

1. 과정중심 수행평가의 배경과 절차 ··········································363

2. 과정중심 수행평가와의 관련성 ··············································368

3. 과정중심 수행평가에의 적용 ·················································371

제18장 IB의 적용 ·········································································379

1. IB 프로그램의 유형과 특징 ··················································379

2. IB 프로그램과의 관련성 ······················································392

3. IB에의 적용 ····································································401

Ⅴ. 교육과정과 교사 전문성

제19장 교육과정 재구성 ··································································417

1. 교육과정 성취기준의 심화 및 재구성 ······································417

2. 단원 설계 ······································································418

3. 교육과정 매핑: 장기적 전이 목표를 지향하는 3세대 매핑 ··············419

제20장 수업 설계의 전환 ································································423

1. 수업 설계의 조건 ·····························································423

2. 수업 목표 진술 ································································424

제21장 평가의 재구성 ····································································427

1. 평가기준 보완 ·································································427

2. 평가문항, 루브릭의 고도화 ··················································427

3. 수행평가, 서, 논술형 확장 ···················································428

제22장 교육과정-수업-평가(-기록)의 연계성: 초교과적 교육효과를 중심으로 ·················································431

1. 대두 배경 ······································································431

2. 이론적 중요성 ·································································432

3. 학교 현장의 현황과 문제점 ··················································437

4. 교과 적용 방안 ································································439

제23장 신교육목표분류학 활성화: 행동 유목 고도화로 심층적 학습 전환 ·······································445

1. 학교 교육과정 개발의 도입 가능성 ·········································445

2. 수업과 평가의 변화 가능성 ··················································446

3. 신행동분류학 활성화 ··························································447

참고문헌 ···········································································450

찾아보기 ···········································································454

저자소개

강현석

경북대학교 사범대학 교육학과 졸업

경북대학교 대학원 교육학 석ㆍ박사 졸업

Univ. of Wisconsin-Madison Post-Doc.

(전) 한국내러티브교육학회 회장, 한국교육과정학회장

(현재) 한국국제바칼로레아(IB)교육학회 수석부회장

(현재) 경북대학교 사범대학 교육학과 교수

이지은

공주교육대학교 졸업

대구교육대학교 교육과정 및 방법 석사 졸업

경북대학교 대학원 교육과정 및 방법 박사 졸업

(현재) 대구교육대학교 강사, 대구 경진초등학교 교사

김수영

대구대학교 사범대학 졸업

경북대학교 교육대학원 교육과정 및 교육공학 석사 졸업

경북대학교 대학원 교육과정 및 방법 박사 졸업

(현재) 경북대학교사범대학부속 중등교육연구소 연구원, 경북대학교 강사

김우철

경북대학교 사범대학 졸업

경북대학교 교육대학원 교육과정 및 교육공학 석사 졸업

경북대학교 대학원 교육과정 및 방법 박사 졸업

(현재) 경북대학교 강사, 대구중학교 교사

배송

교환