[5판] 특수교육 교육과정 > 교육과정/교육평가

이 책에서는 교육과정에 관련된 전문 지식뿐만 아니라 실제까지 두루 다루고자 하였습니다. 왜냐하면 교사들에게 필요한 능력은 실제 교육 현장에서 자주 부딪히는 불확실한 상황과 맥락의 문제를 이해하고 그에 적절히 대처해 나가는 실천적 교육과정 지식이 중요하기 때문입니다. 아울러 이 책에서는 사회적 정의 차원에서 특수교육 대상 학생을 위한 교육과정은 학령기 학생의 보편적인 경험인 일반교육 교육과정을 기반으로 해야 하며, 또한 장애로 인한 개별적인 요구에 적합한 프로그램으로 구성되어야 한다는 것을 원칙으로 하고 있어서 상당 부분 일반교육 교육과정의 내용을 중심으로 하고 있습니다. 이는 특수교육 교육과정이 일반교육 교육과정의 한 형태이기 때문입니다.

목차

5판 머리글_ 2

제1장 교육과정의 이해··································································13

1. 교육과정의 의미 ································································14

가. 학교 교육과 교육과정 ····················································14

나. 교육과정의 어원적 의미 ··················································15

다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ················17

2. 준거별 교육과정의 개념 유형 ················································22

가. 교육과정 의사 결정의 주체 ··············································23

나. 교육과정 실현의 수준 ····················································25

다. 교육과정 의도성의 여부 ··················································27

라. 교육 사조의 변천 ·························································30

3. 교육과정의 기초 ································································37

가. 교육과정 활동 ·····························································37

나. 교육과정 개발의 체제 ····················································39

다. 교육과정 탐구의 기초 ····················································44

라. 교육과정 이론의 흐름 ····················································51

제2장 특수교육 대상 학생의 교육과 교육과정·····································65

1. 특수교육 대상 학생 교육의 특징 ············································66

가. 특수교육 대상 학생 교육의 두 가지 준거 ·····························66

나. 특수교육 대상 학생의 교육 서비스 체계 ······························67

2. 특수교육 교육과정의 특성 ····················································70

가. 특수교육 교육과정의 법제적 근거 ······································70

나. 특수교육 교육과정의 구성 체제 ·········································74

다. 특수교육 교육과정의 특성 ···············································77

3. 특수교육 대상 학생의 교육과정 접근 유형 및 동향 ·······················80

가. 전통적 특수교육 교육과정의 접근 ······································81

나. 최근 특수교육 교육과정의 동향 ·········································85

제3장 교육과정의 개발································································105

1. 교육과정 개발의 의미와 원리 ···············································106

가. 교육과정 개발의 의미 ···················································106

나. 교육과정 개발의 기본 원리 ············································109

2. 교육과정 개발의 수준 ························································113

가. 국가 수준의 교육과정 ···················································114

나. 지역 수준의 교육과정 ···················································114

다. 학교 수준의 교육과정 ···················································115

라. 학급 수준의 교육과정 ···················································116

3. 교육과정 개발의 참여자 ·····················································118

가. 교육과정 의사 결정의 정당성 확보 ···································118

나. 교육과정 개발의 참여자와 역할 ·······································119

4. 교육과정 개발의 모형 ························································124

가. 합리적/목표 모형 ························································125

나. 순환적 모형 ······························································131

다. 역동적/상호 작용 모형 ··················································134

라. 그 밖의 모형 ·····························································142

제4장 교육 목표의 설정·······························································163

1. 교육 목표의 의미 ·····························································164

가. 교육 목표의 의미와 위계 ···············································164

나. 교육 목표의 기능 ························································169

2. 교육 목표의 설정 ·····························································171

가. 교육 목표 설정의 기초 자원 ···········································171

나. 교육 목표 설정의 과정 ·················································173

다. 교육 목표 설정의 원칙 ·················································175

3. 교육 목표의 분류 ·····························································176

가. 전통적 교육 목표의 분류 ···············································176

나. 새로운 교육 목표의 분류 ···············································182

4. 수업 목표의 진술 ·····························································188

가. 교육 목표의 상세화 ·····················································188

나. 수업 목표 설정의 방법 ·················································189

다. 수업 목표 진술의 방법 ·················································193

라. 교육 목표 진술 시 고려 사항 ··········································202

제5장 교육 내용의 선정과 조직·····················································207

1. 교육 내용의 개념 ·····························································208

가. 교육 내용의 의미 ························································208

나. 교육 내용의 실체 ························································210

2. 교육 내용의 선정 ·····························································213

가. 교육 내용 선정의 준거 ·················································213

나. 교육 내용 선정의 방법 ·················································216

3. 교육 내용의 조직 ·····························································220

가. 교육 내용의 조직 요소 및 조직 구조 ·································220

나. 교육 내용 조직의 원리 ·················································223

다. 교육 내용 조직의 방법 ·················································230

라. 교육 내용 조직의 유형 ·················································234

제6장 교육과정 운영···································································249

1. 교육과정 운영의 의미와 관점 ···············································250

가. 교육과정 운영의 의미 ···················································250

나. 교육과정 운영의 관점 ···················································252

2. 교육과정 운영의 기본 원리 ·················································257

3. 교육과정 운영에 영향을 미치는 요인 ······································260

4. 교육과정 운영의 전략 ························································265

5. 교육과정 운영과 교사 ························································266

가. 교육과정 실행에서 교사의 역할 ·······································266

나. 교사의 교육과정 실행 양상 ············································268

다. 교사들의 저항과 변화 방법 ············································269

라. 교사의 교육과정 운영 지원 모형 ·····································271

제7장 교육과정 평가···································································281

1. 교육과정 질 관리와 평가 ····················································282

2. 교육과정 평가의 개념과 목적 ···············································283

가. 교육과정 평가의 개념 ···················································283

나. 교육과정 평가의 목적 ···················································285

3. 교육과정 평가의 대상과 영역 ···············································287

4. 교육과정 평가의 유형 및 모형 ·············································291

가. 목표 중심 평가 모형: Tyler의 목표 달성 모형 ······················294

나. 관리 중심 평가 모형: Stufflebeam의 CIPP 모형 ···················295

다. 수혜자 중심 평가 모형: Scriven의 주요 평가 체크리스트(KEC) ··297

라. 전문가 중심 평가 모형: Eisner 감상ㆍ비평 모형(감식안 모형) ····298

마. 참여자 반응 평가 모형: Parlett와 Hamilton의 조명적 평가 모형 ···299

5. 교육과정 평가의 방법 및 절차 ·············································300

가. 학교 교육과정 평가의 방법 ············································301

나. 학교 교육과정 평가의 절차 ············································304

다. 학교 교육과정 평가의 영역 및 내용 ··································306

라. 교육과정 평가의 방향 ···················································308

제8장 우리나라 특수교육 교육과정의 변천········································313

1. 국가 수준 특수교육 교육과정의 시대 구분 ································314

2. 시대 구분에 따른 특수교육 교육과정의 특징 ·····························315

가. 광복 이전 일제 강점기의 특수교육 교육과정 ························315

나. 광복 이후의 특수교육 교육과정 ·······································317

다. 2022 특수교육 교육과정 ···············································337

제9장 특수교육 교육과정의 관련 법규·············································353

1. 대한민국 헌법 ·································································354

2. 교육 기본법 ···································································356

3. 초ㆍ중등 교육법 및 시행령 ·················································357

가. 초ㆍ중등 교육법 ·························································357

나. 초ㆍ중등 교육법 시행령 ················································364

4. 장애인 등에 대한 특수교육법 ···············································368

가. 용어의 정의 ······························································368

나. 특수교육 대상자의 선정 ················································369

다. 순회교육 ··································································370

라. 통합교육 ··································································371

마. 개별화 교육 ······························································371

바. 진로 및 직업 교육 ······················································372

사. 교육과정의 운영 등 ·····················································373

5. 기타 법령 ······································································374

제10장 학교 수준 교육과정의 설계와 운영·········································377

1. 학교 수준 교육과정의 의의 ·················································378

가. 학교 수준 교육과정의 의미 ············································378

나. 학교 수준 교육과정의 필요성 ··········································381

다. 학교 수준 교육과정 설계ㆍ운영의 근거 ······························383

2. 학교 수준 교육과정 개발의 유형 ···········································384

3. 학교 수준 교육과정의 설계와 운영 ········································387

가. 학교 수준 교육과정 설계ㆍ운영의 기본 원리 ························387

나. 학교 수준 교육과정 설계ㆍ운영의 실제 ······························390

제11장 교사 수준 교육과정과 교육과정 재구성····································411

1. 교사 수준 교육과정의 의미 ·················································412

2. 교사에 의한 교육과정 재구성 ···············································414

가. 교사 수준 교육과정 재구성의 의미 ···································414

나. 교육과정 재구성의 필요성 ··············································418

다. 교육과정 재구성의 실제 ················································420

제12장 교수ㆍ학습 활동의 실제······················································441

1. 학습 경험의 선정과 조직 ····················································442

가. 학습 경험의 의미 ························································442

나. 학습 경험의 선정과 조직 ···············································443

2. 교수ㆍ학습 활동의 실제 ·····················································448

가. 단원의 계획 ······························································448

나. 교수ㆍ학습 활동 ·························································459

다. 교수ㆍ학습 자료의 선정과 개발 ·······································485

제13장 통합교육 교육과정의 편성과 운영··········································493

1. 특수교육 대상 학생의 배치 경향과 교육과정 사고의 변화 ··············494

2. 일반학급 및 특수학급 교육과정 관련 규정 ································496

3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형 ···············498

4. 통합교육 교육과정 편성ㆍ운영의 절차 ·····································506

가. 편성 단계 ·································································507

나. 운영 단계 ·································································508

다. 평가 단계 ·································································509

5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정 ··················510

가. 교수적 수정의 의의 ·····················································511

나. 교수적 수정의 유형 ·····················································511

다. 교수적 수정의 절차 ·····················································518

6. 통합교육 교육과정 실행을 위한 교수ㆍ학습 형태 ························520

7. 통합교육 교육과정 편성과 운영을 위한 과제 ·····························528

가. 특수교사와 일반교사의 협력적인 관계 조성 ·························528

나. 교육과정의 효율적인 운영을 위한 전문가의 역할 분담 ············529

다. 다양한 교수ㆍ학습 전략 모색 ··········································531

제14장 개별화 교육 계획의 구안과 실행············································537

1. 개별화 교육 계획의 정의 및 기능 ··········································538

가. 개별화 교육 계획의 정의 ···············································538

나. 개별화 교육 계획의 기능 ···············································539

다. 개별화 교육 계획의 관련 법규 ········································540

2. 개별화 교육 계획의 구안 ····················································542

가. 개별화 교육 계획의 구성 요소 ········································542

나. 개별화 교육 계획의 작성 시기 ········································543

다. 개별화 교육 지원팀의 구성 ············································545

라. 개별화 교육 계획의 작성 ···············································549

3. 개별화 교육 계획의 실행 및 평가 ··········································563

가. 개별화 교육의 실행 ·····················································563

나. 개별화 교육의 평가 ·····················································566

제15장 개별화 전환 계획의 작성과 실행············································571

1. 전환 교육의 개념 ·····························································572

2. 전환 교육의 모형 ·····························································573

3. 전환 교육의 평가 ·····························································576

가. 전환 평가의 의미 ························································576

나. 전환 평가의 단계 ························································577

4. 전환 계획 ······································································579

가. 전환 일정 계획 ··························································580

나. 전환 계획의 과정 ························································583

다. 개별화 전환 계획의 작성 ···············································584

5. 전환 교육과 고용 ·····························································589

가. 비고용 ·····································································590

나. 무보수 ·····································································590

다. 보호 작업장 ······························································591

라. 지원 고용 ·································································591

마. 경쟁 고용 ·································································602

바. 기관 간 협력 ·····························································603

제16장 중도중복장애 학생의 교육과정 설계와 운영······························607

1. 중도중복장애 학생의 특성과 교육과정 ·····································608

가. 중도중복장애의 개념과 특성 ···········································608

나. 중도중복장애 학생의 교육과정 ·········································611

2. 중도중복장애 학생 교육과정 편성ㆍ운영의 기본 원칙 ···················613

가. 연령에 적합한 실용적 기능 강조 ······································613

나. 통합된 교육 환경 고려 ·················································614

다. 자료에 근거한 교육과정 구성 ··········································615

라. 증거 기반 실제의 사용 ·················································616

마. 학생의 교육 가능성에 대한 확고한 신념 ·····························616

3. 중도중복장애 학생 교육과정 편성ㆍ운영의 실제 ·························617

가. 중도중복장애 학생을 위한 교육과정 개발의 준거 ···················617

나. 기능적 교육과정 개발의 실제 ··········································618

찾아보기 ···········································································637

교육과정 관련 용어 ······························································650

저자소개

❙이유훈

전) 국립 서울맹학교/서울농학교 교장

안동교육대학 졸업

대구대학교 교육대학원 졸업(특수교육전공, 교육학석사)

대구대학교 대학원 졸업(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

역서: 특수교육의 패러다임 이동

❙김형일

나사렛대학교 중등특수교육과 교수

대구대학교 특수교육과 졸업

단국대학교 대학원(정신지체아교육전공, 교육학석사 및 박사)

서울정진학교, 서울정문학교 교사

교육부 국립특수교육원 교육연구사

논문: 사회적 상황에 다른 정신지체학생의 사회적 정보처리 능력 연구 외 다수

저서: 개별화교육계획 이론과 실제, 장애학생 전환과정 지원 방안 연구 외 다수

❙정동영

전) 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: 지역 사회 통합을 위한 접근(공역), 특수교육의 쟁점

❙정희섭

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

배송

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