풀뿌리 교육론: 교육과정과 수업, 그리고 > 교육학

이 책은 우리나라의 각급 학교의 교육과정이 안고 있는 문제와 그 문제의 원인, 그리고 문제 해결의 방안을 새로운 시각에서 근본적으로 모색하기 위한 목적에서 작성되었다. 이러한 목적에서 필자는 전라북도 완주 지역에 있는 30여 개의 초등학교와 중학교의 학교 교육과정 문서를 분석하고, 그 분석의 결과를 토대로 현재 각 학교가 왜 지금과 같은 방식으로 학교 교육과정을 편성하여 운영할 수밖에 없는지를 살펴보았다. 거기에는 현재의 학교 행정체제뿐만 아니라 교사 양성체제가 구조적으로 연관되어 있음을 밝혔다. 특히 현재의 교사의 역량이 획기적으로 개선되지 않으면 동일한 문제가 되풀이 될 수밖에 없음을 밝혔다. 이와 아울러 교사의 역량을 개선하기 위한 대안적 방안도 제시했다. 그 내용을 간략히 소개하면 아래와 같다.
제1장에서는 각 학교가 학교 교육과정을 편성하고 운영하게 된 취지와 방향을 먼저 이해하고, 그것을 바탕으로 각 학교의 교육과정을 편성하고 운영할 때 따라야 하는 일반적인 기준과 교사의 역할 등을 정리하여 제시했다.
제2장에서는 현재 전라북도 완주지역의 학교에서는 학교 교육과정을 어떻게 편성하여 운영하고 있으며, 그 안에는 어떤 문제가 있는지, 그 문제점을 해결하기 위한 시도의 한계가 무엇인지 살펴보았다.
제3장에서는 학교의 교육과정을 편성하여 운영할 때 핵심적으로 고려해야 하는 사항은 무엇이며, 그 점을 중심으로 학교 교육과정을 편성하여 운영하려면 어떤 과정을 거쳐야 하는지 제시했다.
제4장에서는 학교 교육과정 운영의 핵심이라고 볼 수 있는 수업의 의미를 재해석하고, 현재 수업 혁신과 관련된 시도가 안고 있는 문제가 무엇인지 살펴보았다. 이와 함께 학생의 다양한 특성을 고려하여 학생에게 질적으로 의미 있는 학습의 기회를 제공하기 위해서는 수업이 어떻게 이루어지는 것이 적절한지 제시했다.
제5장에서는 학교가 각 지역과 학생의 특성을 충실하게 반영하는 교육과정을 편성하여 운영할 수 있으려면 학교가 어떻게 변화해야 하며, 변화된 학교에 요구되는 교사의 역량이 무엇인지, 교사의 역량은 어떻게 형성할 수 있는지 등에 관하여 제시했다.
이와 아울러 필자는 이 책에 학교 현장의 교사들이 학교 또는 학급의 교육과정을 편성하여 운영하고자 할 때 기본적으로 알고 있어야 하는 사항들을 함께 담고자 했다. 예를 들면 국가 교육과정 총론의 구성, 공통성과 특수성의 관계, 교육과정의 편성과 운영의 관계, 교과와 학습의 의미, 수업과 수업 방법의 의미, 교육 혁신의 의미 등을 구체적으로 확인하거나 새롭게 해석하여 제시했다.
현장의 교사들이 이 책을 통해서 이러한 점들만 새롭게 인식해도 학교의 교육과정을 편성할 때, 학교 교육과정을 운영하거나 수업을 모색할 때 많은 시사점을 얻을 수 있을 것이다.

목차

머리말 / 3

제1장 국가 교육과정과 학교 교육과정 ······································13
1. 양적교육에서 질적교육으로 ···········································14
2. 국가 교육과정과 질적교육 ············································16
3. 학교 교육과정 편성 운영의 기준 ·····································18
1) 학교 교육과정의 편성과 관련된 기준 ·······························19
2) 학교 교육과정의 운영과 관련된 기준 ·······························22
3) 학생 평가와 관련된 기준 ···········································25
4) 학교 교육과정의 편성과 운영의 토대와 관련된 기준 ················26
4. 학교 교육과정의 편성 운영과 실천연구 ······························28
5. 학교 교육과정 편성 운영과 교사의 역할 ·····························31
6. 학교 교육과정 편성 운영의 원리 ·····································36
1) 학생으로부터 ·······················································37
2) 지역에 기반 ························································38
3) 공통성과 특수성 조화 ··············································39
4) 체험과 지식의 유기적 연관 ·········································40
5) 과정 중심 ··························································41
6) 충분한 시간 ························································42
7) 실천연구 체제 구축 ················································43

제2장 학교 교육과정의 편성과 운영의 난점 ·······························47
1. 분석의 대상과 방법 ···················································47
2. 완주지역의 학교 교육과정 편성 운영 실태 ··························51
1) 시책 중심 ··························································51
2) 막연한 학생 특성 ··················································61
3) 특수성 상실 ························································68
4) 이원 병렬 ··························································82
5) 재구성으로서 지역화 ···············································89
6) 비유기적 교사 연수 ················································95
3. 학교 교육과정 편성 운영 실태의 원인 ······························103
1) 국가 교육과정의 모순 ·············································105
2) 교육 행정 체제와의 모순 ··········································115
3) 교사 역량의 불일치 ···············································126
4. 대안적 시도와 한계 ·················································129
1) 마을 학교 교육과정 ···············································129
2) 해결되지 않은 문제 ···············································136

제3장 학교 교육과정 편성과 운영의 재해석 ······························147
1. 공통성과 특수성 ·····················································147
2. 학교 교육과정 편성 운영의 방향 ····································158
1) 기초와 기본의 형성 ···············································158
2) 맞춤형 편성 운영 ·················································170
3) 학생 중심 교사 주체 ··············································172
4) 집중과 통합 ·······················································173
5) 작은 학교다운 ····················································176
3. 학교 교육과정 편성 운영의 과정 ····································178
1) 목표 중심 교육과정 편성 운영의 과정 ·····························178
2) 학생 중심 교육과정 편성 운영의 과정 ·····························180
4. 학교 교육과정의 편성 ···············································183
1) 학생 교육과정과 학교 교육과정 ···································183
2) 활동과 시간의 배치 ···············································185
3) 공간과 사물의 배치 ···············································192
4) 교사의 시간 ·······················································194

제4장 학교 교육과정의 운영과 수업 ·······································197
1. 교육과정 운영의 재해석: 공정에서 연희로 ··························197
1) 공정(工程)으로서의 교육과정 운영 ·································197
2) 연희(演戱)로서의 교육과정 운영 ···································201
2. 수업의 재해석: 수업(授業)에서 수업(修業)으로 ·····················207
1) 수업의 구성 요소 ··················································207
2) 수업(授業): 정보의 전달 ···········································209
3) 수업(囚業): 정보의 탐구 ···········································213
4) 수업(修業): 안목의 형성 ···········································227
5) 역설적 문제 상황과 체험 ··········································238
3. 수업(修業)의 과정: 아이의 눈으로 수업 하기 ·······················246
1) 학생의 이해 ·······················································247
2) 역설적 문제 상황의 설정 ··········································253
3) 시행착오와 조력 ··················································255
4) 발표와 토론 ·······················································259
5) 교사의 시범 ·······················································261
6) 평가와 방안 모색 ·················································262

제5장 풀뿌리 교육을 향하여 ················································267
1. 뿌리 없는 나무 ······················································267
1) 교육 혁신의 역설 ··················································267
2) 교육 혁신의 재해석 ···············································273
3) 구조적 모순 ·······················································275
4) 누가 도토리를 심을까? ············································284
2. 풀뿌리 교사 ·························································289
1) 교사의 삼중성 ·····················································289
2) 실천연구자 ························································293
3) 실천연구의 방법 ··················································298
3. 풀뿌리 학교 ·························································307
1) 작은 학교 ·························································307
2) 실천연구 중심 학교 조직 ··········································308
3) 실천연구 교사 ····················································312
4. 지역 풀뿌리 교육 체제 ··············································315
1) 지역 교육 연구소 ··················································315
2) 실천연구 워크숍 ··················································319
3) 실천연구 컨설팅 ··················································324
4) 실천연구 세미나 ··················································325
5) 실천연구 심포지엄 ················································328
6) 풀뿌리 교육 실현 ·················································332
5. 천리 길도 한걸음부터 ···············································334

부록: 지역은 교육 혁신의 블루오션인가? ·································337
1. 교육 혁신의 블루오션 ···············································337
2. 블루오션 속의 레드오션 ·············································341
3. 레드오션 속의 블루오션 ·············································351
참고문헌 / 358
찾아보기 / 361

저자소개

서근원(coist@naver.com)
서울교육대학교 초등교육과(교육학 심화 과정) 졸업
서울 무학, 구암, 대림초등학교 교사
서울대학교 대학원 교육학과 석사 졸업(교육인류학 전공)
서울대학교 대학원 교육학과 박사 졸업(교육인류학 전공)
서울교육대학교 박사후 연수
서울대학교, 성균관대학교, 중앙대학교, 건국대학교, 세종대학교, 가톨릭대학교, 한국방송통신대학교, 서울교육대학교, 인천교육대학교, 청주교육대학교 강사
대통령자문교육혁신위원회 자문위원
서울대학교 교육연구소 연구원
한국교육개발원 부연구위원(대우)
청주교육대학교 연구교수
한국교육과정평가원 부연구위원
대구가톨릭대학교 교직부 조교수
대구가톨릭대학교 교육학과 부교수(현재)

주요 저서
수업을 왜 하지?(2003, 우리교육)
수업에서의 소외와 실존(2009, 교육과학사)
학교 혁신의 길(2012, 강현출판사)
학교 혁신의 패러독스(2012, 강현출판사)
해석주의 교육사회학 탐구(2012, 강현출판사)
나를 비운 그 자리에 아이들을(2012, 교육과학사)
공동체는 어디에 있을까?(2013, 교육과학사)
수업, 어떻게 볼까?(2013, 교육과학사)

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