한 권으로 통하는 초등학교 교육과정 재구성의 노하우 > 교육학

이 책은 초등학교의 교육과정을 두루 살피고, 교육과정 재구성을 하려는 사람을 위해 절차적인 접근을 할 수 있도록 만든 것이다. 또한 2017년부터 적용되는 2015 개정 교육과정의 지향점을 반영하였다.
이 책은 초등학교 교육과정의 이해(1부)와 교육과정 재구성의 실제(2부)로 구성되어 있다. 초등학교 교육과정의 이해를 다룬 1부는 근ㆍ현대 국가 교육과정의 발전과 한계(1장), 국가 교육과정을 둘러싼 환경 변화(2장), 2015 개정 교육과정의 이해(3장), 교육과정 편성ㆍ운영의 원리와 방법(4장)이라는 네 개의 장으로 구성되어 있다. 각 장의 주요 내용을 살펴보면 다음과 같다.
1장에서는 간략히 우리나라 근ㆍ현대 국가 교육과정의 역사를 살펴보고, 우리나라의 국가 교육과정이 세계 속에서 차지하고 있는 위상과 한계를 분석하였다. 그리고 이를 총괄하여 학교 교육과정 편성ㆍ운영의 책무성과 자율성이 강화되고 있다는 점과 이에 따른 학교 교육과정 편성ㆍ운영의 필요성을 제시하였다.
2장에서는 2009 개정 교육과정 이후 2015 개정 교육과정 고시에 이르기까지 논의되어 왔던 국가 교육과정을 둘러싼 여러 변화들을 교육과정 기준 개선의 필요성, 핵심 역량 교육과정 도입의 요구, 교육관련 법규 신설의 측면에서 살펴보았다. 이에 이 부분에서 성취기준과 관련된 국가 교육과정 정책과 핵심 역량의 의미와 도입 현황, 공교육정상화법, 인성교육진흥법, 진로교육법의 신설과 그 영향력에 대한 정보를 얻을 수 있다.
3장에서는 2015 개정 교육과정의 주요 개정 원리와 내용을 총론, 교과 교육과정, 창의적 체험활동으로 구분하여 제시하였다. 이 때, 현행의 2009 개정 교육과정에 비하여 달라진 점에 무게를 두고 실제로 교육 현장에서 유용하게 활용할 수 있는 부분을 중심으로 제시하였다.
4장에서는 학교 교육과정 편성ㆍ운영의 이론과 실제의 연결을 돕고자 교육과정 편성ㆍ운영의 기초와 교육과정 편성 방법을 제시하였다. 먼저, 국가, 시ㆍ도, 학교 교육과정의 역할을 구분하고 그에 따라 학교 교육과정 편성ㆍ운영에서의 유의점을 제시하였다. 그리고 학교 안에서 학교, 학년, 학급 교육과정의 역할을 구분하고, 그에 따라 학교, 학년, 학급 교육과정의 편성ㆍ운영에서의 유의점을 제시하였다. 그리고 목표 중심 설계모형, 역행(backward: 백워드) 설계 모형, 성취기준 재구성 등 구체적으로 교육 현장에서 활용할 수 있는 교육과정 재구성 방법을 도입 배경과 모형의 두 가지 측면으로 나누어 소개하였다. 이 부분에서는 교육 현장에서 각 모형을 활용할 때 참고할 수 있도록 본래 해당 모형이 지향하고자 하는 바가 무엇인지 소개하는 것에 중점을 두었다.
교육과정 재구성의 실제를 다룬 2부는 학년군별 학생 발달 특성과 교육적 요구(1장)를 되짚어 보고, 교육과정 재구성의 구체적인 사례를 성취기준에 따른 재구성(2장), 주제 통합 중심 재구성(3장), 이해중심의 역행설계 모형에 따른 재구성(4장), 인성교육 프로그램(5장)의 측면에서 제공하였다.
1장에서는 교육과정 재구성에 앞서서 검토해야 할 학생의 발달 특성과 교육적 요구를 교육 현장에서의 경험을 중심으로 제시하였다.
2장, 3장, 4장에서는 핵심 성취기준 중심의 성취기준 재구성, 주제 통합 중심 재구성, 역행 설계 모형 등 교육 현장에서 많이 활용되고 있으며, 2015 개정 교육과정과 관련하여 더 활발하게 활용되어야 할 교육과정 재구성 방법을 학년군별로 적용한 사례를 제시하였다.
5장에서는 인성교육진흥법에 근거하여 각 학년별로 1, 2학기 인성교육 프로그램을 17차시로 재구성한 사례를 제시하였다. 이는 교육 현장에서 그대로 활용될 수도 있고 학교의 상황에 맞추어 재구성하여 활용될 수 있다.

목차

머리말···············································································································3
서문···················································································································8

1부 초등학교 교육과정의 이해
Ⅰ. 근․ 현대 국가 교육과정의 발전과 한계················································· 13
1. 우리나라 근ㆍ현대 국가 교육과정의 역사 ··················································13
2. 세계 속에서 우리나라 교육과정의 위상과 한계 ·········································17
3. 학교 교육과정 편성ㆍ운영의 책무성과 자율성 강화 ·································19
가. 교육과정 결정의 분권화·········································································19
나. 학교 교육과정ㆍ운영의 책무성과 자율성 ·············································20

Ⅱ. 국가 교육과정을 둘러싼 환경 변화······················································ 23
1. 교육과정 기준 개선의 필요성·······································································24
가. 성취기준의 도입 ······················································································24
나. 2009 개정 교육과정에 도입된 성취기준 관련 문서 ···························26
다. 성취기준 개선의 필요성·········································································33
2. 핵심 역량 교육과정 도입의 요구 ·································································34
가. OECD의 DeSeCo 프로젝트 ···································································34
나. 지역수준 교육과정의 변화······································································36
다. 국가수준의 핵심 역량 교육과정 도입 ·················································39
3. 교육관련 법규의 신설 ····················································································41
가. 공교육정상화법 ························································································42
나. 인성교육진흥법 ························································································44
다. 진로교육법 ································································································46
라. 교육관련 법규와 범교과 학습 주제 ·······················································46

Ⅲ. 2015 개정 교육과정의 이해-초등학교 교육과정을 중심으로- ················ 51
1. 총론··················································································································52
가. 교육과정 구성의 방향 ···········································································52
나. 학교 급별 교육과정 편성ㆍ운영 기준 ···················································54
다. 학교 교육과정 편성ㆍ운영·····································································55
라. 학교 교육과정 지원·················································································56
2. 교과 교육과정 ·································································································56
가. 핵심 개념(big idea) ················································································57
나. 핵심 역량(core competency) ································································59
3. 창의적 체험활동 ·····························································································64
가. 창의적 체험활동의 영역과 활동 ····························································64
나. 학교 교육과정 편성ㆍ운영의 주체로서 학교의 자율성 강조 ··············68

Ⅳ. 교육과정 편성․ 운영의 원리와 방법······················································ 71
1. 교육과정 편성ㆍ운영의 기초 ········································································71
가. 국가, 시ㆍ도, 학교 교육과정 ·································································71
나. 학교, 학년, 학급 교육과정 ·····································································75
2. 교육과정 편성 방법 ·······················································································82
가. 목표 중심 설계 모형 ···············································································82
나. 백워드(역행 설계) 모형 ···········································································85
다. 성취기준 재구성 ····················································································88


2부 교육과정 재구성의 실제
Ⅰ. 학생 발달 특성과 교육적 요구····························································· 95
1. 1~2학년군 학생의 발달 특성과 교육적 요구 ············································96
2. 3~4학년군 학생의 발달 특성과 교육적 요구 ··········································100
3. 5~6학년군 학생의 발달 특성과 교육적 요구 ··········································103

Ⅱ. 성취기준에 따른 재구성······································································· 107
1. 핵심 성취기준에 따른 재구성의 방법···················································107
2. 핵심 성취기준에 따른 재구성의 실제···················································109
가. 1~2학년군 ·····························································································110
나. 3~4학년군 ·····························································································117
다. 5~6학년군 ·····························································································126

Ⅲ. 주제 통합 중심 재구성········································································· 139
1. 주제 통합 중심 재구성의 방법······························································139
2. 주제 통합 중심 재구성의 실제······························································141
가. 1~2학년군 ·····························································································141
나. 3~4학년군 ·····························································································158
다. 5~6학년군 ·····························································································169

Ⅳ. 이해중심의 역행설계 모형(백워드 교육과정) 재구성························· 177
1. 재구성의 방법 ·······························································································177
2. 백워드 설계모형 재구성의 사례·································································185
가. 1학년 ······································································································185
나. 2학년 ······································································································196
다. 3학년 ······································································································206
라. 4학년 ······································································································216
마. 5학년 ······································································································229
바. 6학년 ······································································································239

Ⅴ. 인성교육 프로그램················································································ 253
1. 인성교육과 핵심 가치ㆍ덕목과 의미·························································253
2. 인성교육 중심의 교육과정 재구성 방법 ····················································256
3. 인성교육 프로그램의 사례 ··········································································258
가. 1학년 ······································································································258
나. 2학년 ····································································································266
다. 3학년 ····································································································272
라. 4학년 ····································································································278
마. 5학년 ······································································································285
바. 6학년 ······································································································292

참고문헌······································································································· 300

저자소개

고 영 희(고려대학교 교육학 박사/ 현 인천 한빛초등학교 교사)
염 인 선(인천대학교 교육학 석사/ 현 인천 청라초등학교 교사)
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감수지도: 허 숙(경인교육대학교 명예교수)

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