통합교과의 이론과 실제 > 교육학

통합교과는 지식을 다루거나 전수하는 맥락에서 필연적으로 수반될 수밖에 없는 근본적인 문제의식이다. 이 때문에 동서고금을 막론하고 지식을 잘 가르치고자 하는 맥락에서는 늘 통합교과 문제의식은 부각되어 왔으며, 해방 이후 우리나라 초등학교 1, 2학년에서 줄곧 강조되어 온 통합교과서 또한 그러한 문제의식을 상징적으로 잘 보여주고 있다. 어쩌면 미국의 진보주의에서 시작된 통합교과 논의는 그들이 얼마나 엄청나게 중요한 문제의식을 건드렸는지 모르는 채 통합교과의 특정 가지에만 매달렸는지도 모른다.
저자들은 동일한 ‘curriculum integration’의 번역으로서 ‘통합교육과정’이라는 말보다는 기왕이면 ‘통합교과’라는 용어를 선호한다. 통합교육과정이라는 말은 현실에 구체적으로 존재하는 특정 교육과정이라는 뉘앙스를 강하게 풍기기 때문이다. 이 용어를 가지고서는 이상에서 설명한 거대한 통합교과 현상을 도저히 담아내기 어렵다. 또한 통합교육과정이라는 말은 이제까지 오염되어서 그런지 몰라도 교과의 현실적 운영이라든지 한낱 교육방법이라는 인상을 일반인들에게 줄 우려가 있다. 통합교과는 ‘통합교육과정’, ‘교과 통합’, ‘통합교과서’, ‘통합적 교육프로그램’, ‘교과의 통합적 운영’ 이전에 그것들 모두를 포괄하는 하나의 ‘교육이념’이다.

목차

제1부 통합교과의 이론
Ⅰ. 통합교과의 의미 ··········································································································13
1. 통합교과 개념의 혼란 ··································································································13
2. 마음 밖의 통합과 마음 안의 통합 ··············································································20
3. 통합교과와 교과교육론의 공통과제 ············································································36

Ⅱ. 통합교과와 전인교육의 관계 ······················································································43
1. 전인교육에 대한 두 가지 접근방식 ············································································43
2. 통합교과의 재개념화 ····································································································51
3. 전인교육과 통합교과의 관계 ·······················································································61

Ⅲ. 통합교과의 역사 ··········································································································65
1. 서양의 통합교과 역사 ··································································································65
2. 초등학교 통합교과의 변천 ···························································································67
3. 초등학교 통합교과의 위치 ···························································································80

Ⅳ. 통합교과의 이론적 근거 ·····························································································87
1. 통합교과의 존재론적 근거: 세계 ·················································································90
2. 통합교과의 인식론적 근거: 마음 ·················································································94
3. 통합교과의 가치론적 근거: 능력 ···············································································102

Ⅴ. 통합교과의 교수방법 ·································································································109
1. 통합교과 교수방법의 존재 가능성 ············································································109
2. 통합교과 교수 4단계 ··································································································111
3. 통합교과 교수에 있어서 교사의 위치 ·······································································118


제2부 통합교과의 실제
Ⅰ. Ingram의 통합교과 유형 ··························································································129
1. 구조적 접근방법: 양적 접근방법과 질적 접근방법 ·················································131
2. 기능적 접근방법: 내재적 접근방법과 외재적 접근방법 ··········································135

Ⅱ. Jacobs의 통합교과 유형 ···························································································139
1. 학문 기초 설계 ···········································································································140
2. 학문 병렬 설계 ···········································································································141
3. 다학문적 설계: 보완적인 학문 단원 또는 과정 ·······················································142
4. 간학문적 단원 또는 과정 설계 ··················································································142
5. 통합의 날 설계 ···········································································································143
6. 완전 프로그램 설계 ····································································································144

Ⅲ. Fogarty의 통합교과 유형 ··························································································147
1. 분절형 ··························································································································150
2. 연결형 ··························································································································152
3. 동심원형 ·······················································································································153
4. 계열형 ··························································································································155
5. 공유형 ··························································································································157
6. 거미줄형 ·······················································································································158
7. 실로꿴형 ·······················································································································160
8. 통합형 ··························································································································161
9. 몰입형 ··························································································································162
10. 네트워크형 ·················································································································164

Ⅳ. Drake의 통합교과 유형 ····························································································167
1. 다학문적 접근방법 ······································································································167
2. 간학문적 접근방법 ······································································································171
3. 초학문적/실생활 접근방법 ··························································································173
4. 세 가지 교육과정 통합의 접근방법의 비교 ·····························································177
5. 교수 전략 개발하기 ····································································································180

Ⅴ. 주제 중심 통합교과 유형 ·························································································183
1. 문제사태 중심의 통합 ································································································183
2. 일반 화제 중심의 통합 ·······························································································184
3. 교과내용 중심의 통합 ································································································186
4. 핵심 개념과 원리 중심의 통합 ··················································································188

Ⅵ. 백워드 교육과정 모형과 통합교과의 관련 ······························································193
1. 백워드 교육과정 모형의 개요 ····················································································193
2. 백워드 교육과정 모형의 특징 ····················································································194
3. 백워드 교육과정 모형의 절차 ····················································································197
4. 백워드 교육과정 모형의 교육과정 통합의 실제 ······················································202

Ⅶ. KDB 교육과정 모형과 통합교과의 관련 ································································209
1. KDB 교육과정 모형의 개요 ·······················································································209
2. 간학문적 통합을 위한 KDB 교육과정 모형의 단계 ················································212
3. KDB 교육과정 모형에 기초한 간학문적 교육과정 통합 설계 과정 ······················216
4. 간학문적 통합 단원: 우리가 함께 꿈꾸는 세상 ·······················································230

Ⅷ. 창의융복합 인재양성교육(STEAM)과 통합교과의 관련 ·········································243
1. STEAM의 개요 ············································································································243
2. 융합인재교육(STEAM)의 활동 준거 ··········································································246
3. STEAM 수업의 절차 및 유형 ····················································································247
4. STEAM 교육의 세부 요소 및 평가 척도 ··································································249
5. STEAM 융합 교육과정 개발 절차 ·············································································251
6. STEAM 단원 개발 사례 ······························································································252


제3부 2009 개정 초등학교 통합교과의 이해
Ⅰ. 2009 개정 초등학교 통합교과 ·················································································269
1. 2009 개정 초등학교 통합교과의 특성 ······································································269
2. 2009 개정 초등학교 통합교과의 교수ㆍ학습 ···························································273
3. 2009 개정 초등학교 통합교과 교육과정의 평가 ······················································281

Ⅱ. 2009 개정 바른 생활과 교육과정 ············································································283
1. ‘바른 생활’과의 성격 ···································································································283
2. ‘바른 생활’과의 목표 ···································································································283
3. ‘바른 생활’과의 주제별 성취 기준 및 평가 지침 ····················································285
4. ‘바른 생활’과의 교수-학습 ··························································································289

Ⅲ. 2009 개정 슬기로운 생활과 교육과정 ·····································································297
1. ‘슬기로운 생활’과의 성격 ···························································································297
2. ‘슬기로운 생활’과의 목표 ···························································································297
3. ‘슬기로운 생활’과의 주제별 성취 기준 및 평가 지침 ·············································299
4. ‘슬기로운 생활’과의 교수ㆍ학습 ················································································303

Ⅳ. 2009 개정 즐거운 생활과 교육과정 ········································································311
1. ‘즐거운 생활’과의 성격 ·······························································································311
2. ‘즐거운 생활’과의 교육 목표 ······················································································311
3. ‘즐거운 생활’과의 주제별 성취 기준 및 평가 지침 ·················································313
4. ‘즐거운 생활’과의 교수ㆍ학습 ····················································································317

참고문헌 ····························································································································325
찾아보기 ····························································································································330

저자소개

김승호
서울대학교(학사)
서울대학교(석사, 박사)
현, 공주교육대학교 교수
<저서> 스콜라주의 교육목적론
초등학교교육의 이해
여가란 무엇인가: 여가와 교육

박일수
경인교육대학교(학사)
한국교원대학교(석사, 박사)
현, 공주교육대학교 교수
<저서> 현장교사를 위한 토의수업의 이론과 실제(공저)

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