교육과정 매핑의 이론과 실제 > 교육학

본 역서는 다음과 같은 특징을 지닌다.
학생의 진정한 학습에 최우선적인 관심을 가진다. 학생을 위해서 가르쳐야 할 것과 실제 수업에서 제대로 가르침으로써 학생의 온전한 학습을 최대한 보장한다. 교사의 입장이 아닌 학생의 입장에서 제대로 교육과정을 구현하고 있는지를 지속적으로 점검한다. 특히 2015 개정 교육과정의 이해중심 교육과정과 백워드 설계, 과정중심 수행 평가와도 긴밀하게 관련성이 높다.
교육과정-수업-평가의 연계성에 주목한다. 교육과정에 제시된 성취기준과 여기에 부합하는 수업의 실천, 그리고 수업의 과정 중에 이루어지는 평가 간의 일관성(alignment)에 초점을 두면서 매핑 작업이 이루어진다. 이러한 교육과정을 우리는 엄정한 교육과정(rigorous curriculum)이라고 부른다.
매핑 작업은 교사들 간의 협력 학습을 통해서 이루어지므로 교사의 학습 공동체를 촉진하고 지원하는 역할을 한다. 매핑 작업은 교사 혼자만이 하는 외로운 작업이 아니다. 동 교과, 동 학년, 동 관심사의 교사들과 토의하고 협력하여 이루어내는 과정이자 산물이다. 이런 점에서 매핑은 협력학습 전문성을 촉진시킨다.

목차

역자 서문 ···························································································································8
서문(Foreword) ··············································································································12
저자 서문(Preface) ········································································································15
감사의 글 ·························································································································19
출판사에서 드리는 감사의 말 ·························································································22
저자 소개 ·························································································································24

1장 우리는 어떻게 다르게 생각하고, 행동하고, 만날 필요가 있는가? ·····················25
다르게 생각하기: 계획된 교육과정 대 실행중인 교육과정 ···································25
다르게 행동하기: 검증 대 추측 ················································································28
다르게 만나기: 동료 간의 협력적 포럼 ···································································31
결론 ·······························································································································34
검토 문제 ·····················································································································34

2장 교육과정 지도의 네 가지 유형은 무엇인가? ························································37
교육과정 지도의 네 가지 유형 ·················································································38
교육과정 지도 요소: 개요 ·························································································46
결론 ·······························································································································51
검토 문제 ·····················································································································51

3장 교육과정 지도를 개발하기 전에 고려할 사항은 무엇인가? ·································53
첫 번째 고려사항: 교육과정 설계에 관해 개인적ㆍ협력적 이해를 탐색하기 ·····54
두 번째 고려사항: 매핑 검토과정은 지속적으로 이루어진다는 점 ·····················60
세 번째 고려사항: 당신의 학습 조직에 맞는 매핑 순서 ······································63
결론 ·······························································································································68
검토 문제 ·····················································································································69
 

4장 교육과정 지도에 공통적으로 포함되어야 할 요소는 무엇인가? ··························71
교육과정 지도 연계 및 요소 ·····················································································71
요소 작성 ·····················································································································74
결론 ····························································································································136
검토 문제 ···················································································································137

5장 일기지도와 계획지도를 작성하기 전 알아야 할 것은 무엇인가? ·····················149
깊이 생각해야 할 점 ································································································149
실행 시 고려사항 ······································································································154
결론 ····························································································································160
계획지도와 일기지도의 사례 ···················································································161
검토 문제 ···················································································································168

6장 합의지도와 필수지도를 만들기 전에 우리는 무엇을 알아야 하는가? ··············185
지도 유형 구별 ·········································································································185
발전적 고려사항 ········································································································198
결론 ····························································································································202
합의지도와 필수지도의 예시 ···················································································203
검토 문제 ···················································································································207

7장 우리가 만든 교육과정 지도를 어떻게 사용해야 하는가? ··································209
데이터 기반 검토 수행하기 ···················································································209
교육과정 탐구하기 ····································································································218
결론 ····························································································································230
검토 문제 ···················································································································230

8장 교육과정 지도를 정련할 때 어떤 정보가 더 필요한가? ···································233
추가 데이터 ···············································································································233
본질적 질문과 보조적 질문 ·····················································································240
결론 ····························································································································249
검토 문제 ···················································································································250

9장 교육과정 성취기준 해석은 교육과정 설계에 어떤 영향을 주는가? ··················253
기준과 교육과정 ········································································································254
기준 분석하기 ···········································································································256
핵심 기준 결정하기 ··································································································266
7단계 검토 초점: 핵심 기준 결정하기 ··································································268
결론 ····························································································································273
검토 문제 ···················································································································273

10장 공학 기술과 관련하여 우리는 무엇을 고려해야 하는가? ··································275
상용 온라인 매핑 시스템 ························································································276
매핑 시스템의 고려 사항 ························································································279
결론 ····························································································································289
검토 문제 ···················································································································289

11장 실행을 계획할 때 어디에 초점을 맞추어야 하는가? ·········································291
체계적인 변화와 교육과정 매핑 ···········································································292
기술(skills) ·················································································································306
자원 ····························································································································313
보상 ····························································································································316
실행계획 ·····················································································································319
결론 ····························································································································322
검토 과제 ···················································································································323

12장 우리는 길을 가다가 어떤 종류의 장애물이나 장벽을 접하게 되는가? ············325
실천가로부터 실질적인 조언 ·················································································326

용어해설 ··························································································································353
교육과정 매핑 ···········································································································353
지도의 종류 ···············································································································353
지도 요소 ···················································································································354
연계(정렬) ··················································································································356
일곱 단계의 검토 과정 ····························································································357
공통적인 검토 초점 ··································································································359
교육과정 매핑 내부 조직 ························································································359
기타 용어 ···················································································································360

참고문헌 ··························································································································362
찾아보기 ··························································································································366

저자소개

강현석
경북대학교 사범대학 교육학과 졸업
경북대학교 대학원 교육학과 졸업(석, 박사 졸업)
University of Wisconsin-Madison Post-Doc.
한국대학교육협의회 선임연구원 역임
교육부 고등학교 교육과정심의위원장(현재)
경북대학교 교육학과 교수(현재)

김영은
서울대학교 사범대학 윤리교육과 졸업
서울대학교 대학원 윤리교육학과 석사 졸업
텍사스주립대학교 박사(교육과정)
한국교육과정평가원 부연구위원(현재)

오승욱
경북대학교 기계공학과 졸업
경북대학교 교육대학원 석사 졸업
대구 서남중학교 수학 교사 재직
경북대학교 대학원 파견 교사(현재)

전호재
서울대학교 사범대학 수학교육과 졸업
경북대학교 교육대학원 석사 졸업(교육과정 및 공학 전공)
경북대학교 대학원 교육학과 박사 졸업(교육과정 및 방법 전공)
경북대학교 사범대학 부속 중등교육연구소 연구원
청주대학교 교직과 교수(현재)

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