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특수교육 교육과정
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9788925417653
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| Publication Date | 2023/03/20 |
| Pages/Weight/Size | 188*254*35mm |
| ISBN | 9788925417653 |
| Categories | 대학교재 > 사범대 계열 |
Description
4판에서 크게 달라진 내용은 교과 학습과 관련성이 얕은 국가 수준 교육과정 및 지역 수준 교육과정 부문을 과감하게 삭제하고, 교육과정 재구성의 핵심이라고 할 수 있는 학급 수준 교육과정을 새롭게 포함하였다. 그리고 새로이 고시된 2022 특수교육 교육과정의 내용을 반영하였다.
Contents
4판 머리글_ 2
3판 머리글_ 4
2판 머리글_ 5
1판 머리글_ 8
제1장 교육과정의 이해································································17
1. 교육과정의 의미································································20
가. 학교 교육과 교육과정·····················································20
나. 교육과정의 어원적 의미··················································21
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미····················23
2. 준거별 교육과정의 유형·······················································28
가. 교육과정 의사 결정의 주체···············································29
나. 교육과정 실현의 수준·····················································31
다. 교육과정 의도성의 여부··················································32
라. 교육 사조의 변천·························································36
3. 교육과정의 기초································································42
가. 교육과정 구현의 과정·····················································42
나. 교육과정 개발의 체제·····················································44
다. 교육과정 탐구의 기초·····················································49
라. 교육과정 이론의 흐름·····················································56
제2장 장애학생의 교육과 교육과정·················································67
1. 장애학생 교육의 특징··························································70
가. 장애학생 교육의 두 가지 준거···········································70
나. 장애학생 교육 서비스의 체계·············································71
2. 특수교육 교육과정의 특성·····················································74
가. 특수교육 교육과정의 법적 기반··········································74
나. 특수교육 교육과정의 구성 체제··········································77
다. 특수교육 교육과정의 특성················································79
3. 장애학생 교육과정의 접근 유형 및 동향······································82
가. 전통적 특수교육 교육과정의 접근········································83
나. 최근 특수교육 교육과정의 동향··········································87
제3장 교육과정의 개발·······························································107
1. 교육과정 개발의 의미와 원리················································110
가. 교육과정 개발의 의미····················································110
나. 교육과정 개발의 기본 원리··············································112
2. 교육과정 개발의 수준························································117
가. 국가 수준의 교육과정····················································118
나. 지역 수준의 교육과정····················································119
다. 학교 수준의 교육과정····················································120
라. 학급 수준의 교육과정····················································121
3. 교육과정 개발의 참여자······················································122
가. 교육과정 의사 결정의 정당성 확보·····································123
나. 교육과정 개발의 참여자와 역할·········································124
4. 교육과정 개발의 모형························································129
가. 합리적/목표 모형························································130
나. 순환적 모형······························································136
다. 역동적/상호 작용 모형··················································140
라. 그 밖의 모형·····························································147
제4장 교육 목표의 설정·····························································165
1. 교육 목표의 의미·····························································168
가. 교육 목표의 의미와 위계················································168
나. 교육 목표의 기능························································174
2. 교육 목표의 설정·····························································176
가. 교육 목표 설정의 자원··················································176
나. 교육 목표 설정의 과정··················································178
다. 교육 목표 설정의 원칙··················································180
3. 교육 목표의 분류·····························································182
가. 전통적 교육 목표의 분류················································182
나. 새로운 교육 목표의 분류················································187
4. 수업 목표의 진술·····························································194
가. 교육 목표의 상세화······················································194
나. 수업 목표 설정의 방법··················································195
다. 수업 목표 진술의 방법··················································197
라. 교육 목표 진술 시 고려 사항···········································206
제5장 교육 내용의 선정과 조직····················································211
1. 교육 내용의 의미·····························································214
2. 교육 내용의 선정·····························································217
가. 교육 내용 선정의 준거··················································217
나. 교육 내용 선정의 방법··················································221
3. 교육 내용의 조직·····························································223
가. 교육 내용 조직의 요소 및 조직 구조···································223
나. 교육 내용 조직의 원리··················································224
다. 교육 내용 조직의 방법··················································232
라. 교육 내용 조직의 유형··················································234
제6장 교육과정 운영··································································247
1. 교육과정 운영의 의미와 관점················································250
가. 교육과정 운영의 의미····················································250
나. 교육과정 운영의 관점····················································252
2. 교육과정 운영의 기본 원리···················································256
3. 교육과정 운영에 영향을 미치는 요인········································260
4. 교육과정 운영의 전략························································264
5. 교육과정 운영과 교사························································265
가. 교육과정 실행에서 교사의 역할·········································265
나. 교사의 교육과정 실행 양상··············································266
다. 교사들의 저항과 변화 방법··············································268
라. 교사의 교육과정 운영 지원 모형········································269
제7장 교육과정 평가··································································275
1. 교육과정 평가의 개념························································278
2. 교육과정 평가의 목적························································279
3. 교육과정 평가의 대상과 영역················································281
4. 교육과정 평가의 유형 및 모형···············································286
가. 목표 중심 평가 모형: Tyler의 목표 달성 모형························288
나. 관리 중심 평가 모형: Stufflebeam의 CIPP 모형·····················289
다. 수혜자 중심 평가 모형: Scriven의 주요 평가 체크리스트(KEC) ······291
라. 전문가 중심 평가 모형: Eisner 감상·비평 모형(감식안 모형) ········293
마. 참여자 반응 평가 모형: Parlett와 Hamilton의 조명적 평가 모형····294
5. 교육과정 평가의 방법 및 절차···············································295
가. 교육과정 평가의 방법····················································296
나. 교육과정 평가의 절차····················································299
다. 교육과정 평가의 영역 및 내용··········································300
라. 교육과정 평가의 방향····················································302
제8장 우리나라 특수교육 교육과정의 변천······································307
1. 국가 수준 특수교육 교육과정의 시대 구분··································310
2. 시대 구분에 따른 특수교육 교육과정의 특징································311
가. 광복 이전 일제 강점기의 특수교육 교육과정···························311
나. 광복 이후의 특수교육 교육과정·········································314
다. 2022 개정 특수교육 교육과정··········································334
제9장 특수교육 교육과정의 관련 법규············································349
1. 대한민국 헌법·································································352
2. 교육기본법····································································354
3. 초·중등교육법 및 시행령····················································355
가. 초·중등교육법···························································355
나. 초·중등교육법 시행령··················································363
4. 장애인 등에 대한 특수교육법················································367
가. 용어의 정의 ·····························································367
나. 특수교육대상자의 선정 ················································368
다. 순회교육 ································································369
라. 통합교육 ································································370
마. 개별화 교육 ·····························································370
바. 진로 및 직업교육 ······················································371
사. 교육과정의 운영 등 ····················································372
5. 기타 법령·····································································373
제10장 학교 수준 교육과정의 편성과 운영·······································375
1. 학교 수준 교육과정의 의의···················································378
가. 학교 수준 교육과정의 의미와 성격·····································378
나. 학교 수준 교육과정의 필요성···········································380
다. 학교 수준 교육과정 편성·운영의 근거·································382
2. 학교 수준 교육과정 개발의 범위와 활동····································384
3. 학교 수준 교육과정의 편성과 운영··········································387
가. 학교 수준 교육과정 편성·운영의 기본 원리···························387
나. 학교 수준 교육과정 편성·운영의 실제·································388
제11장 교사 수준 교육과정의 개발과 실행······································405
1. 교사 수준 교육과정의 의미···················································408
2. 교사에 의한 교육과정 재구성················································410
가. 교사 수준 교육과정 재구성의 의미·····································410
나. 교육과정 재구성의 필요성···············································413
다. 교육과정 재구성의 실제·················································416
3. 학습 경험의 선정과 조직·····················································432
가. 학습 경험의 의미························································432
나. 학습 경험의 선정과 조직················································433
4. 교수·학습 활동의 실제······················································438
가. 교수·학습 지도안의 작성···············································438
나. 교수·학습 활동·························································450
제12장 통합교육 교육과정의 편성과 운영·········································485
1. 장애학생 배치 경향과 교육과정 사고의 변화································488
2. 일반학급 및 특수학급 교육과정 관련 규정··································490
3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형···················492
4. 통합교육 교육과정 편성·운영의 절차·······································501
가. 편성 단계 ·······························································502
나. 운영 단계 ·······························································503
다. 평가 단계 ·······························································504
5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정·····················506
가. 교수적 수정의 의의······················································506
나. 교수적 수정의 유형······················································507
다. 교수적 수정의 절차······················································514
6. 통합교육 교육과정 실행을 위한 교수·학습 형태···························516
7. 통합교육 교육과정 편성과 운영을 위한 과제································525
가. 특수교사와 일반교사의 협력적인 관계 조성 ························525
나. 교육과정의 효율적인 운영을 위한 전문가의 역할 분담 ···········526
다. 다양한 교수·학습 전략 모색 ········································528
제13장 개별화교육계획의 구안과 실행·············································533
1. 개별화교육계획의 정의 및 기능··············································536
가. 개별화교육계획의 정의··················································536
나. 개별화교육계획의 기능··················································537
다. 개별화교육계획의 관련 법규·············································539
2. 개별화교육계획의 구안·······················································540
가. 개별화교육계획의 구성 요소·············································540
나. 개별화교육계획의 작성 시기·············································542
다. 개별화교육지원팀의 구성················································543
라. 개별화교육계획의 작성··················································548
3. 개별화교육계획의 실행 및 평가··············································563
가. 개별화 교육의 실행······················································563
나. 개별화 교육의 평가······················································566
제14장 중도·중복장애 학생의 교육과정 편성과 운영··························571
1. 중도·중복장애 학생의 특성과 교육과정····································574
가. 중도·중복장애의 개념과 특성··········································574
나. 중도·중복장애 학생의 교육과정········································576
2. 중도·중복장애 학생 교육과정 편성·운영의 기본 원칙····················578
가. 연령에 적합한 실용적 기능 강조········································578
나. 통합된 교육 환경 고려··················································579
다. 자료에 근거한 교육과정 구성···········································580
라. 증거기반 실제의 사용····················································581
3. 중도·중복장애 학생 교육과정 편성·운영의 실제··························581
가. 중도·중복장애 학생을 위한 교육과정 개발의 준거····················582
나. 기능적 교육과정 개발의 실제···········································583
찾아보기··········································································601
교육과정 관련 용어······························································611
3판 머리글_ 4
2판 머리글_ 5
1판 머리글_ 8
제1장 교육과정의 이해································································17
1. 교육과정의 의미································································20
가. 학교 교육과 교육과정·····················································20
나. 교육과정의 어원적 의미··················································21
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미····················23
2. 준거별 교육과정의 유형·······················································28
가. 교육과정 의사 결정의 주체···············································29
나. 교육과정 실현의 수준·····················································31
다. 교육과정 의도성의 여부··················································32
라. 교육 사조의 변천·························································36
3. 교육과정의 기초································································42
가. 교육과정 구현의 과정·····················································42
나. 교육과정 개발의 체제·····················································44
다. 교육과정 탐구의 기초·····················································49
라. 교육과정 이론의 흐름·····················································56
제2장 장애학생의 교육과 교육과정·················································67
1. 장애학생 교육의 특징··························································70
가. 장애학생 교육의 두 가지 준거···········································70
나. 장애학생 교육 서비스의 체계·············································71
2. 특수교육 교육과정의 특성·····················································74
가. 특수교육 교육과정의 법적 기반··········································74
나. 특수교육 교육과정의 구성 체제··········································77
다. 특수교육 교육과정의 특성················································79
3. 장애학생 교육과정의 접근 유형 및 동향······································82
가. 전통적 특수교육 교육과정의 접근········································83
나. 최근 특수교육 교육과정의 동향··········································87
제3장 교육과정의 개발·······························································107
1. 교육과정 개발의 의미와 원리················································110
가. 교육과정 개발의 의미····················································110
나. 교육과정 개발의 기본 원리··············································112
2. 교육과정 개발의 수준························································117
가. 국가 수준의 교육과정····················································118
나. 지역 수준의 교육과정····················································119
다. 학교 수준의 교육과정····················································120
라. 학급 수준의 교육과정····················································121
3. 교육과정 개발의 참여자······················································122
가. 교육과정 의사 결정의 정당성 확보·····································123
나. 교육과정 개발의 참여자와 역할·········································124
4. 교육과정 개발의 모형························································129
가. 합리적/목표 모형························································130
나. 순환적 모형······························································136
다. 역동적/상호 작용 모형··················································140
라. 그 밖의 모형·····························································147
제4장 교육 목표의 설정·····························································165
1. 교육 목표의 의미·····························································168
가. 교육 목표의 의미와 위계················································168
나. 교육 목표의 기능························································174
2. 교육 목표의 설정·····························································176
가. 교육 목표 설정의 자원··················································176
나. 교육 목표 설정의 과정··················································178
다. 교육 목표 설정의 원칙··················································180
3. 교육 목표의 분류·····························································182
가. 전통적 교육 목표의 분류················································182
나. 새로운 교육 목표의 분류················································187
4. 수업 목표의 진술·····························································194
가. 교육 목표의 상세화······················································194
나. 수업 목표 설정의 방법··················································195
다. 수업 목표 진술의 방법··················································197
라. 교육 목표 진술 시 고려 사항···········································206
제5장 교육 내용의 선정과 조직····················································211
1. 교육 내용의 의미·····························································214
2. 교육 내용의 선정·····························································217
가. 교육 내용 선정의 준거··················································217
나. 교육 내용 선정의 방법··················································221
3. 교육 내용의 조직·····························································223
가. 교육 내용 조직의 요소 및 조직 구조···································223
나. 교육 내용 조직의 원리··················································224
다. 교육 내용 조직의 방법··················································232
라. 교육 내용 조직의 유형··················································234
제6장 교육과정 운영··································································247
1. 교육과정 운영의 의미와 관점················································250
가. 교육과정 운영의 의미····················································250
나. 교육과정 운영의 관점····················································252
2. 교육과정 운영의 기본 원리···················································256
3. 교육과정 운영에 영향을 미치는 요인········································260
4. 교육과정 운영의 전략························································264
5. 교육과정 운영과 교사························································265
가. 교육과정 실행에서 교사의 역할·········································265
나. 교사의 교육과정 실행 양상··············································266
다. 교사들의 저항과 변화 방법··············································268
라. 교사의 교육과정 운영 지원 모형········································269
제7장 교육과정 평가··································································275
1. 교육과정 평가의 개념························································278
2. 교육과정 평가의 목적························································279
3. 교육과정 평가의 대상과 영역················································281
4. 교육과정 평가의 유형 및 모형···············································286
가. 목표 중심 평가 모형: Tyler의 목표 달성 모형························288
나. 관리 중심 평가 모형: Stufflebeam의 CIPP 모형·····················289
다. 수혜자 중심 평가 모형: Scriven의 주요 평가 체크리스트(KEC) ······291
라. 전문가 중심 평가 모형: Eisner 감상·비평 모형(감식안 모형) ········293
마. 참여자 반응 평가 모형: Parlett와 Hamilton의 조명적 평가 모형····294
5. 교육과정 평가의 방법 및 절차···············································295
가. 교육과정 평가의 방법····················································296
나. 교육과정 평가의 절차····················································299
다. 교육과정 평가의 영역 및 내용··········································300
라. 교육과정 평가의 방향····················································302
제8장 우리나라 특수교육 교육과정의 변천······································307
1. 국가 수준 특수교육 교육과정의 시대 구분··································310
2. 시대 구분에 따른 특수교육 교육과정의 특징································311
가. 광복 이전 일제 강점기의 특수교육 교육과정···························311
나. 광복 이후의 특수교육 교육과정·········································314
다. 2022 개정 특수교육 교육과정··········································334
제9장 특수교육 교육과정의 관련 법규············································349
1. 대한민국 헌법·································································352
2. 교육기본법····································································354
3. 초·중등교육법 및 시행령····················································355
가. 초·중등교육법···························································355
나. 초·중등교육법 시행령··················································363
4. 장애인 등에 대한 특수교육법················································367
가. 용어의 정의 ·····························································367
나. 특수교육대상자의 선정 ················································368
다. 순회교육 ································································369
라. 통합교육 ································································370
마. 개별화 교육 ·····························································370
바. 진로 및 직업교육 ······················································371
사. 교육과정의 운영 등 ····················································372
5. 기타 법령·····································································373
제10장 학교 수준 교육과정의 편성과 운영·······································375
1. 학교 수준 교육과정의 의의···················································378
가. 학교 수준 교육과정의 의미와 성격·····································378
나. 학교 수준 교육과정의 필요성···········································380
다. 학교 수준 교육과정 편성·운영의 근거·································382
2. 학교 수준 교육과정 개발의 범위와 활동····································384
3. 학교 수준 교육과정의 편성과 운영··········································387
가. 학교 수준 교육과정 편성·운영의 기본 원리···························387
나. 학교 수준 교육과정 편성·운영의 실제·································388
제11장 교사 수준 교육과정의 개발과 실행······································405
1. 교사 수준 교육과정의 의미···················································408
2. 교사에 의한 교육과정 재구성················································410
가. 교사 수준 교육과정 재구성의 의미·····································410
나. 교육과정 재구성의 필요성···············································413
다. 교육과정 재구성의 실제·················································416
3. 학습 경험의 선정과 조직·····················································432
가. 학습 경험의 의미························································432
나. 학습 경험의 선정과 조직················································433
4. 교수·학습 활동의 실제······················································438
가. 교수·학습 지도안의 작성···············································438
나. 교수·학습 활동·························································450
제12장 통합교육 교육과정의 편성과 운영·········································485
1. 장애학생 배치 경향과 교육과정 사고의 변화································488
2. 일반학급 및 특수학급 교육과정 관련 규정··································490
3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형···················492
4. 통합교육 교육과정 편성·운영의 절차·······································501
가. 편성 단계 ·······························································502
나. 운영 단계 ·······························································503
다. 평가 단계 ·······························································504
5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정·····················506
가. 교수적 수정의 의의······················································506
나. 교수적 수정의 유형······················································507
다. 교수적 수정의 절차······················································514
6. 통합교육 교육과정 실행을 위한 교수·학습 형태···························516
7. 통합교육 교육과정 편성과 운영을 위한 과제································525
가. 특수교사와 일반교사의 협력적인 관계 조성 ························525
나. 교육과정의 효율적인 운영을 위한 전문가의 역할 분담 ···········526
다. 다양한 교수·학습 전략 모색 ········································528
제13장 개별화교육계획의 구안과 실행·············································533
1. 개별화교육계획의 정의 및 기능··············································536
가. 개별화교육계획의 정의··················································536
나. 개별화교육계획의 기능··················································537
다. 개별화교육계획의 관련 법규·············································539
2. 개별화교육계획의 구안·······················································540
가. 개별화교육계획의 구성 요소·············································540
나. 개별화교육계획의 작성 시기·············································542
다. 개별화교육지원팀의 구성················································543
라. 개별화교육계획의 작성··················································548
3. 개별화교육계획의 실행 및 평가··············································563
가. 개별화 교육의 실행······················································563
나. 개별화 교육의 평가······················································566
제14장 중도·중복장애 학생의 교육과정 편성과 운영··························571
1. 중도·중복장애 학생의 특성과 교육과정····································574
가. 중도·중복장애의 개념과 특성··········································574
나. 중도·중복장애 학생의 교육과정········································576
2. 중도·중복장애 학생 교육과정 편성·운영의 기본 원칙····················578
가. 연령에 적합한 실용적 기능 강조········································578
나. 통합된 교육 환경 고려··················································579
다. 자료에 근거한 교육과정 구성···········································580
라. 증거기반 실제의 사용····················································581
3. 중도·중복장애 학생 교육과정 편성·운영의 실제··························581
가. 중도·중복장애 학생을 위한 교육과정 개발의 준거····················582
나. 기능적 교육과정 개발의 실제···········································583
찾아보기··········································································601
교육과정 관련 용어······························································611