교수·학습과정안 작성과 수업의 실제
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9788925419763
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| Publication Date | 2024/09/20 |
| Pages/Weight/Size | 188*257*30mm |
| ISBN | 9788925419763 |
| Categories | 대학교재 > 사범대 계열 |
Description
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.
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.
Contents
· 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 교수·학습과정안 구성 ···············································87
1. 교수·학습과정안 관점 ················································89
2. 교수·학습과정안 요소별 관점 ········································96
제4장 교과별 교수·학습과정안 ···········································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 교수·학습과정안 ·········································213
1. 특수학교에서의 통합교육 교수·학습과정안 ·························215
2. 일반학교에서의 통합교육 교수·학습과정안 ·························221
제6장 교수·학습 과정안 분석 ············································233
1. 교수·학습 과정안 분석 ·············································235
2. 교수·학습 과정안 요소별 분석 ·····································239
제7장 교수·학습 활동의 기초 ············································243
1. 학습지도의 원리 ·····················································245
2. 학습지도의 실제 ·····················································248
3. 교수·학습 활동에 임하는 교사의 태도 ······························254
제8장 교수·학습 활동의 실제 ············································261
1. 도입단계 ·····························································265
2. 전개단계 ·····························································267
3. 정리단계 ·····························································273
제9장 교수·학습 활동 분석 ···············································275
1. 교수·학습 활동 분석의 이해 ········································277
2. 교수·학습 활동 분석의 방법 ········································280
3. 교수·학습 활동 분석의 실제 ········································285
참고문헌 ································································300
찾아보기 ································································304
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 교수·학습과정안 구성 ···············································87
1. 교수·학습과정안 관점 ················································89
2. 교수·학습과정안 요소별 관점 ········································96
제4장 교과별 교수·학습과정안 ···········································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 교수·학습과정안 ·········································213
1. 특수학교에서의 통합교육 교수·학습과정안 ·························215
2. 일반학교에서의 통합교육 교수·학습과정안 ·························221
제6장 교수·학습 과정안 분석 ············································233
1. 교수·학습 과정안 분석 ·············································235
2. 교수·학습 과정안 요소별 분석 ·····································239
제7장 교수·학습 활동의 기초 ············································243
1. 학습지도의 원리 ·····················································245
2. 학습지도의 실제 ·····················································248
3. 교수·학습 활동에 임하는 교사의 태도 ······························254
제8장 교수·학습 활동의 실제 ············································261
1. 도입단계 ·····························································265
2. 전개단계 ·····························································267
3. 정리단계 ·····························································273
제9장 교수·학습 활동 분석 ···············································275
1. 교수·학습 활동 분석의 이해 ········································277
2. 교수·학습 활동 분석의 방법 ········································280
3. 교수·학습 활동 분석의 실제 ········································285
참고문헌 ································································300
찾아보기 ································································304