[2판] 특수교육 교과 교재연구 및 지도법 > 교육학

이 책은 제1부 특수교육 교과 교재연구와 지도의 기초, 제2부 특수교육 수업 설계와 실행, 제3부 특수교육의 교재ㆍ교구 연구, 제4부 특수교육 교과 교재연구 및 지도의 실제로 내용을 구성하였다. 제1부 특수교육 교과 교재연구와 지도의 기초는 특수교육 교과 교재연구 및 지도법의 이해, 특수교육 교수방법의 이해로 장을 구분하여 교과 교재연구 및 지도법의 개념을 정의하고, 그 진전과정을 고찰한 다음, 특수교육에서 해결해야 할 과제를 제시하고 특수교육의 교수방법을 다루었다. 제2부 특수교육 수업설계와 실행은 수업이론과 모형의 특수교육 적용, 특수교육의 수업목표 진술, 특수교육의 수업 전개, 특수교육의 수업전략, 특수교육에서의 수업 관찰과 분석으로 장을 구분하여 수업에 대한 일반적인 이론과 모형 및 원리 등을 탐색하고, 장애학생의 특별한 요구를 고려하여 그것을 어떻게 특수교육에 적용할 것인지를 다루었다. 그리고 제3부 특수교육의 교재ㆍ교구 연구는 특수교육 교재ㆍ교구의 개념과 분류, 특수교육 교재ㆍ교구의 선정 및 제작, 특수교육 교재ㆍ교구의 활용 및 관리로 장을 구분하여 교재ㆍ교구 이론을 탐색한 후, 그에 토대하여 장애학생의 특별한 요구를 고려한 특수교육의 교재ㆍ교구 이론을 논하였다. 마지막으로 제4부 특수교육 교과 교재연구 및 지도의 실제는 특수교육 교재ㆍ교구 제작 및 활용 실제, 특수교육 교수ㆍ학습계획안 작성 실제, 특수교육 교수ㆍ학습 지도 실제로 장을 구분하여 제1부, 제2부, 제3부에서 언급된 사항들을 실제로 특수교육에 투입 내지 적용하기 위해 계획을 수립하는 방법과 그 계획을 실행하는 방법을 제시하였다.

목차

제1부 특수교육 교과 교재연구와 지도의 기초
제 1 장 특수교육 교과 교재연구 및 지도법의 이해 ··················································15
1. 교과 교재연구 및 지도법의 개념과 내용 ················································16
1) 교과 교재연구 및 지도법의 개념 정의 ··············································16
2) 교과 교재연구의 내용과 범위 ·····························································18
3) 교과 지도법의 내용과 범위 ································································27
2. 교과 교재연구 및 지도법의 진전 과정 ····················································36
1) 교과 교재연구와 교수법에 대한 객관주의적 접근 ·····························36
2) 교과 교재연구와 교수법에 대한 구성주의적 접근 ·····························38
3. 특수교육 교과 교재연구 및 지도법의 동향 및 과제 ······························41
1) 특수교육 교과 교재연구 및 지도법의 동향 ·······································41
2) 특수교육 교과 교재연구 및 지도법의 과제 ·······································43

제 2 장 특수교육 교수방법의 이해 ·············································································51
1. 특수교육과 수업설계: 관련 요소의 변화 관점 ········································52
1) 교수ㆍ학습을 위한 수업 요소의 변화 관점 ·······································52
2) 교수ㆍ학습 지도 계획: 수업설계의 의미와 요소 ·······························56
2. 장애학생을 위한 수업 방법의 변천 ·························································57
1) 행동주의의 기본 관점과 수업접근 방식 ·············································58
2) 인지주의의 기본 관점과 수업접근 방식 ·············································61
3) 구성주의의 기본 관점과 수업접근 방식 ·············································65
3. 특수아동을 위한 수업(교수) 방법의 대안 ················································69
1) 특수아동 수업(교수) 방법: 표상 형식 ················································69
2) 특수아동 수업(교수) 방법: 처리 양식 ················································73


제2부 특수교육 수업 설계와 실행
제 3 장 수업이론과 모형의 특수교육 적용 ·································································83
1. 수업의 개념 ·······························································································84
2. 수업이론 ····································································································85
1) Glaser의 수업이론 ··············································································86
2) Bruner의 수업이론 ·············································································88
3) Gagné의 수업이론 ·············································································91
4) Ausubel의 수업이론 ··········································································95
3. 수업모형 ····································································································98
1) 문제해결학습 ························································································98
2) 탐구학습 ····························································································102
3) 협동학습 ····························································································105

제 4 장 특수교육의 수업목표 진술 ···········································································113
1. 수업목표의 설정과 진술 ·········································································114
1) 교육목표와 수업목표 ·········································································114
2) 수업목표 설정 ·················································································128
3) 수업목표의 진술방식 ·········································································131
4) 수업목표 진술의 문장 형식 ······························································134
2. 개별화교육계획의 장ㆍ단기 목표 ···························································135
1) 개별화교육계획의 개념 ·····································································135
2) 개별화교육계획의 교수목표(장ㆍ단기목표) 설정과 진술 ·················136

제 5 장 특수교육의 수업 전개 ··················································································147
1. 수업 원리 ································································································148
1) 과제 분석 ··························································································148
2) 계열화 ································································································151
3) 개별화 ································································································152
2. 수업 절차 ································································································155
1) 도입단계 ····························································································155
2) 전개단계 ····························································································161
3) 정리단계 ····························································································165
3. 수업기술 ··································································································168
1) 발문기법 ····························································································168
2) 판서기술 ····························································································174

제 6 장 특수교육의 수업전략 ····················································································181
1. 직접교수 ··································································································182
1) 직접교수의 개념 ················································································182
2) 장애학생에 대한 직접교수 효과의 증거 ···········································183
3) 직접교수의 적용절차 ·········································································183
4) 직접교수의 장ㆍ단점 ·········································································186
2. 전략교수 ··································································································188
1) 전략교수의 개념 ················································································188
2) 장애학생에 대한 전략교수 효과의 증거 ···········································189
3) 전략교수의 적용절차 ·······································································191
4) 인지교수 적용상의 고려점 ································································203
5) 직접교수와 전략교수 ·········································································204
3. 또래교수 ··································································································205
1) 또래교수의 개념 ················································································205
2) 장애학생에 대한 또래교수 효과의 증거 ···········································205
3) 또래교수의 유형 및 절차 ·································································206

제 7 장 특수교육에서의 수업 관찰과 분석 ······························································215
1. 수업 관찰과 분석의 목적 ·······································································216
1) 수업 관찰과 분석의 필요성 ······························································216
2) 수업 관찰과 분석의 목적 ·································································217
2. 수업 관찰과 분석의 내용 ·······································································220
1) 교육학적 내용 지식의 이해 ······························································220
2) 수업 관찰과 분석의 내용 ·································································222
3. 수업 관찰과 분석의 방법 ·······································································222
1) 인지적 도제 학습의 이해 ·································································222
2) 수업 관찰과 분석의 방법 ·································································227
4. 수업 관찰과 분석의 실제 ·······································································233
1) 양적 수업 관찰과 분석의 실제 ························································233
2) 질적 수업 관찰과 분석의 실제 ························································236


제3부 특수교육의 교재ㆍ교구 연구
제 8 장 특수교육 교재ㆍ교구의 개념과 분류 ···························································249
1. 특수교육 교재ㆍ교구의 개념 ··································································250
1) 교재ㆍ교구의 개념 ············································································250
2) 교재ㆍ교구의 필요성 ·········································································251
3) 교재ㆍ교구의 특성과 기능 ································································252
2. 특수교육 교재ㆍ교구의 분류 ··································································254
1) Hoban과 Dale의 분류 ·····································································254
2) 상징체계에 따른 분류 ·······································································256
3) 교재ㆍ교구의 속성에 따른 분류 ·······················································257
3. 장애영역별 교재ㆍ교구의 분류 ······························································260
1) 시각장애학생과 교재ㆍ교구 ······························································260
2) 청각장애학생과 교재ㆍ교구 ······························································264
3) 지체장애학생과 교재ㆍ교구 ······························································268

제 9 장 특수교육 교재ㆍ교구의 선정 및 제작 ·························································273
1. 특수교육 교재ㆍ교구의 선정기준 ···························································274
1) 기능적 요구 ·······················································································274
2) 교육적 요구 ·······················································································275
3) 기타 ···································································································276
4) 특수학교(급) 교구ㆍ설비 기준 ··························································277
2. 특수교육 교재ㆍ교구의 제작방법 ···························································280
1) 촉각지도 제작방법 ············································································282
2) 음향 자료 제작 방법 ········································································283
3) 장애영역별 교재ㆍ교구 제작의 유의사항 ·········································285

제10장 특수교육 교재ㆍ교구의 활용 및 관리 ·························································291
1. 특수교육 교재ㆍ교구의 활용방법 ···························································292
1) 교재ㆍ교구 활용 원리 ·······································································295
2) 교재ㆍ교구 활용 단계 ·······································································296
3) 영역별 교재ㆍ교구 활용과 적용 ·······················································298
2. 특수교육 교재ㆍ교구의 제시 방법 ·························································303
1) 교재ㆍ교구의 효율성을 고려한 제시 방법 ·······································304
2) 보조공학적 접근을 통한 제시 방법 ·················································306
3. 특수교육 교재ㆍ교구의 배치 및 관리 ·················································307
1) 교재ㆍ교구의 배치 ············································································307
2) 효율적인 교재ㆍ교구 관리 및 보관법 ··············································308


제4부 특수교육 교과 교재 연구 및 지도의 실제
제11장 특수교육 교재ㆍ교구 제작 및 활용 실제 ···················································313
1. 국어과 교재ㆍ교구 제작 및 활용 실제 ·················································314
1) 쓰기 ·································································································314
2) 읽기 ·································································································317
2. 수학과 교재ㆍ교구 제작 및 활용 실제 ·················································322
1) 수와 연산 ··························································································325
2) 동수누가와 동수누감 ·········································································339
3) 계산기의 사용 ···················································································340
4) 측정(시간) ··························································································342

제12장 특수교육 교수ㆍ학습계획안 작성 실제 ·······················································347
1. 교수ㆍ학습계획안 작성의 원리 ······························································348
2. 교수ㆍ학습계획안 작성을 위한 준비 ·····················································349
1) 단원 및 차시의 확인 ········································································349
2) 지도 내용의 확인 ··············································································350
3) 지도 내용에 관한 연구 ·····································································351
4) 수업목표의 진술 ················································································351
5) 수업의 전개 계획 수립 ·····································································353
6) 수업 매체 또는 교수ㆍ학습 자료의 선정 ········································353
7) 수업 기술의 선정 ··············································································354
8) 평가 방법과 도구의 제작 ·································································354
3. 교수ㆍ학습계획안 작성내용 ····································································354
1) 교수ㆍ학습계획안의 의미와 필요성 ··················································354
2) 교수ㆍ학습계획안의 종류 ··································································355
3) 교수ㆍ학습계획안의 구성요소 ···························································355
4. 교수ㆍ학습계획안 작성절차 ····································································356
1) 단원의 개관 ·······················································································356
2) 본시 전개 계획 ·················································································358

제13장 특수교육 교수ㆍ학습 지도 실제 ··································································369
1. 국어과 교수ㆍ학습지도안 ·······································································370
2. 사회과 교수ㆍ학습지도안 ·······································································380
3. 수학과 교수ㆍ학습지도안 ·······································································389
4. 과학과 교수ㆍ학습지도안 ·······································································399

부록 ·····························································································································411
부록Ⅰ 경기도 특수학교(급) 교재ㆍ교구 설비 기준 ·······························413
부록Ⅱ 교수·학습 지도 계획안 작성 사례 ··············································485
부록Ⅲ 수업평가 일반 기준 ·····································································517

찾아보기 ·······················································································································521

저자소개

정동영
한국교원대학교 교육학과 교수
부산교육대학교 졸업
대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)
논문: 특수교육의 재개념화와 그 특수성 해명, 최소 제한적 환경의 개념 진전과 그 함의 재고, 통합학급의 장애학생을 위한 차별화 교수전략 탐색 등
저서: 특수교육교과교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저) 등
역서: 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역)

강경숙
원광대학교 중등특수교육과 교수
이화여자대학교 졸업(특수교육전공)
이화여자대학교 대학원 졸업(정신지체전공, 특수교육학박사)
논문: 장애학생의 일반초등학교 통합을 위한 관련 변인간 관계 모형개발 및 검증 등
저역서: 공부의 절대 시기: 자기주도학습법, 벽을 넘어서, 특수교육교과교육론(공저) 등

남윤석
위덕대학교 특수교육학부 교수
공주교육대학교 졸업
공주대학교 대학원 졸업(특수교육전공, 교육학박사)
논문: 스캐폴딩 기반 코스웨어의 적용이 지적장애학생의 수학 문장제 문제해결 능력과 독립적인 수행 능력에 미치는 효과 외 다수
저서: 특수교육교과교육론(공저)

박중휘
영동대학교 교수
대구대학교 졸업(특수교육전공)
대구대학교 대학원 졸업(시각장애아교육전공, 문학박사)
논문: 우리나라 시청각장애인의 장애상황 실태 분석 등
저서: 최신 특수교육학 등

오세웅
가야대학교 초등특수교육과 교수
대구대학교 졸업(특수교육전공)
대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)
논문: 특수학교 교육과정의 효율적 운영을 위한 ICT자원 활용방안 등
저서: 탈산업화사회와 특수교육 등

유장순
나사렛대학교 교수
강남대학교 특수교육학과 졸업
단국대학교 대학원 졸업(정신지체아교육전공, 교육학박사)
논문: 통합교육 효율화를 위한 초등학교 협력교수 수행과정 연구, 통합교육을 위한 특수교사의 직전교육 방향 탐색, 특수학교의 미술교과 시간에 일반학생과의 협동학습이 자폐성 장애 학생의 사회적 기술에 미치는 영향 등
저서: 특수학급 경영론(공저) 등
역서: 중도ㆍ중복장애아동을 위한 기능적 교육과정(공역), 정신지체: 지역사회 통합을 위한 접근(공역) 등

이미선
교육부 국립특수교육원 교육연구관
단국대학교 졸업(특수교육전공)
단국대학교 대학원(정신지체아교육전공, 박사과정 수료)
논문 및 저서: 특수교육의 적합성 제고를 위한 장애아동 발견, 진단 및 배치체계 개선 방안 연구, IEP Development and Implementation in Inclusive Early Childhood Education Classroom in Korea 등

이옥인
전주대학교 특수교육과 교수
단국대학교 특수교육과 졸업
공주대학교 대학원 졸업(특수교육전공, 교육학박사)
논문: 통합교육 환경에서 자기결정 학습모형이 정신지체 아동의 자기조정 학습전략 사용 및 사회과 학업성취에 미치는 효과, 또래주도와 교사주도 자기교시전략이 정신지체아동의 수학 학습에 미치는 효과, 자기점검 전략 사용이 자폐성 장애인의 작업수행능력에 미치는 영향 외 다수
저서: 특수교육교과교육론(공저) 등
역서: 자폐스펙트럼장애교육(공역) 등

정인숙
서울맹학교 교감
단국대학교 졸업(특수교육전공)
단국대학교 대학원 졸업(정신지체아교육전공, 교육학박사)
University of Kansas(Post-doctoral course)
논문: 특수교육대상자의 졸업 후 지역사회 고용에 따른 진로ㆍ직업교육 개선방안, 진로ㆍ직업교육을 위한 특수교육기관과 관련기관 간의 협력에 관한 연구, 장애성인 평생교육 현황과 대책 수립에 관한 연구, 미국의 장애인 평생교육 기반과 시사점 등
저서: KISE-KIT, KISE-SAB, KISE-BAAT, 특수학교 기본교육과정 해설서 등

정해동
백석대학교 특수교육과 교수
단국대학교 졸업(특수교육전공)
단국대학교 대학원 졸업(지체장애아교육전공, 교육학박사)
논문: 뇌성마비 아동의 쓰기동작 특성에 관한 연구, 특수교육 교사 자격기준 개선 방안, 특수교육 교원 중장기 수급 방안 외 다수
저서: 지체장애아동교육, 교직실무(공저), 특수교육학개론(공저), 특수교육 국어교육론(공저), 특수교육 교과교육론(공저), 특수교육 수업컨설팅(공저) 외 다수
역서: 중도ㆍ중복장애 학생교육(공역)

조규영
극동대학교 초등특수교육과 교수
대구대학교 졸업
日本福岡敎育大學大學院 졸업(교육학연구과 장애아교육전공, 교육학석사)
대구대학교 대학원 졸업(중복ㆍ지체부자유아교육, 문학박사)
논문: 동작 과제 수행이 뇌성마비아의 운동 기능 향상에 미치는 효과 등
저서: 임상동작법 등

진흥신
남부대학교 초등특수교육과 교수
대구대학교 대학원 졸업(정서ㆍ행동장애아교육전공, 문학박사)
논문: 자폐성아동의 놀이기능 연구 등

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