교육과정 재구성과 수업 디자인 > 교육학

교육과정 재구성은 교사에 의해 주도되고, 학습자의 학습 능력 등을 고려하게 되기 때문에 모든 교실에서 독립적으로 일어나게 된다. 초등학교에서 학급 교육과정운영이 필연적으로 요구되는 이유이다. 즉 초등학교에서 교육과정 재구성이라는 말은 학급 교육과정 운영이라는 말과 같다.
그런데도 많은 교사들이 교육과정 재구성이라는 말에는 부담을 느낀다. 이는 역설적으로 교육과정 재구성 방법의 다양성에서 찾을 수 있다. 따라서 본서에서는 교사들이 교육과정 재구성에 보다 쉽게 접근하여 수업을 디자인할 수 있도록 절차를 모델화하였으며, 이를 적용한 다양한 사례를 제시하여 이해를 돕고자 하였다.
물론 이러한 절차 틀이 매우 단순하고, 획일적이라는 비판에 직면할 수도 있다.
그러함에도 시도를 하는 것은 그러한 방법을 통해 교육과정 재구성에 익숙해지면 각자 나름대로 새로운 시도를 할 수 있을 것이라는 소박한 믿음 때문이다. 멀리 가기 전에 우선 첫걸음을 쉽게 떼도록 하자는 것이다. 그야말로 ‘천 리 길도 한 걸음부터’이다. 따라서 본서를 참고할 경우 여기서 제시한 방법만이 유일한 것으로 치부되는 일은 없었으면 한다.
본서에 제시된 다양한 교육과정 재구성 사례는 지난 한 해 동안 인천에서 교육과정을 공부하는 모임인 ‘초등교육과정포럼’ 회원들의 세미나, 워크숍 등에서 발표된 것들을 중심으로 하였다. 직접 수업에 적용했던 사례들이므로 교육과정 재구성을 시도하고자 하는 교사들에게는 많은 도움이 될 것으로 기대한다.
본서의 말미에는 필자가 2015 개정 교육과정 토론회에서 발표한 원고와 새교육에 기고한 원고를 실었다. 그리고 2009, 2015 개정 교육과정 총론을 초등학교를 중심으로 함께 실었다.

목차

∙ 책 머리에 / 3

제1장 교육과정과 수업 ·······························································································9
Ⅰ. 교육과정 ···········································································································11
Ⅱ. 교육과정에 대한 인식 ·····················································································13
Ⅲ. 교육과정 운영 ··································································································15
Ⅳ. 교육과정 운영 수준 ·························································································19
Ⅴ. 교육과정 운영과 수업 ·····················································································23
Ⅵ. 교육과정 운영을 위한 기본적 생각들 ····························································37

제2장 교육과정의 구성 ·····························································································49
Ⅰ. 교육과정의 구성과 어의 ··················································································52
Ⅱ. 국가 교육과정의 구성 ·····················································································53
Ⅲ. 교과 교육과정의 구성 ·····················································································68

제3장 학급 교육과정과 교육과정 재구성 ·······························································97
Ⅰ. 학급 교육과정 ··································································································99
Ⅱ. 교육과정 재구성 ····························································································103

제4장 교과 내 교육과정 재구성 ············································································143
Ⅰ. 단원 중심 교육과정 재구성 ··········································································145
Ⅱ. 교과 내 지도 시기 조절을 위한 재구성 ······················································157
Ⅲ. 단원 간 재구성 ······························································································160
Ⅳ. 교육과정 재구성 연습 ···················································································160
Ⅴ. 핵심역량 중심 단원 내 교육과정 재구성 ····················································168
Ⅵ. 핵심역량 및 창의·인성 중심 단원 내 교육과정 재구성 ···························180
Ⅶ. 프로젝트 학습을 위한 교육과정 재구성 ······················································190

제5장 교과 간 교육과정 재구성 ············································································207
Ⅰ. 교과 간 교육과정 재구성 ··············································································209
Ⅱ. 창의·인성교육 중심의 교과 간 교육과정 재구성 ······································219
Ⅲ. 인성교육 중심 수업을 위한 교육과정 재구성 ·············································233
Ⅳ. 핵심역량 기르기 위한 이해중심(백워드 설계) 교육과정 재구성 ················248

제6장 교과와 창의적 체험활동 연계 교육과정 재구성 ·······································263
Ⅰ. 교과와 비교과 간 교육과정 재구성 ······························································265
Ⅱ. 핵심역량 중심의 교과와 창의적 체험활동 연계 교육과정 재구성 ·············276
Ⅲ. 영어교과와 창의적 체험활동을 연계한 교육과정 재구성 ····························290

부 록 ·························································································································315
부록 1 2015 개정 교육과정 논의(토론 및 기고) ··············································317
부록 2 2009 개정 교육과정(교육부 제2013-7호) ············································338
부록 3 2015 개정 교육과정(교육부 제2015-74호) ·········································352

저자소개

윤 성 한
경인교육대학교 졸업
인하대학교 경영학과 졸업
인하대학교 교육대학원 졸업
전) 인천광역시 강화교육청, 인천광역시교육청 장학사
인천청학초등학교, 인천석정초등학교 교감
인천석남서초등학교 교장
교육부 중앙교육연수원 강사(교장·전문직·전문직임용·장학위원 등)
직무연수 강사(교장·교감·전문직·수석교사·교사·유치원교사·전국예술강사)
자격연수 강사(교장·교감·교사)
2009 개정 교육과정 T/F위원(교육과학기술부)
인천초등교육과정연구회 회장
현) 인천용현초등학교 교장
초등교육과정포럼 회장
저서
학교교육과정 편성·운영 (2010)
창의적 체험활동 컨설팅 (2012)
초등학교 교육과정 컨설팅 길라잡이 (2013)
교육과정 패러다임 쉬프트 (2013)
초등학교 독도교육의 이해와 실제 (공저, 2013)
초등 역사수업 디자인하기 (공저, 2014)
학급 교육과정 운영 레시피 (2014)

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