지속가능발전으로 역량 함양을 지향하는 환경 교육과정 > 교육학

환경교육은 지속가능발전과 환경 문제 해결을 위해서 교사와 학생이 만나 학습이 이루어지는 전 과정을 의미한다. 이 책은 학교 환경교육에 대해서 알려준다. 유치원 과정을 제외한, 초등학교, 중학교, 고등학교의 환경교육을 소개하고 있다. 그중 특히 ‘환경’ 과목에 대해서 중점적으로 알려주고 있다. 이는 ‘환경’ 과목의 발전이 제반 환경교육의 발전에 기여하였고, 무엇보다 세계에서 유일하게 환경교육을 국가 교육과정에서 ‘과목’으로 편성한 것으로 그 의미가 크기 때문이다.

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제1장 환경교육과정의 특성 ·················································13
1. 환경교육과정의 의의 ···················································14
1) 교육과정의 의미 ·····················································14
2) 환경교육과정의 의미 ·················································17
3) 환경교육과정의 존립 ·················································22
2. 환경교육과정의 발전 ···················································27
1) 교육과정의 변천 ·····················································27
2) 환경교육의 변천 ·····················································39
3) 환경교육의 정체성 ···················································87
3. 환경교육과정 관점 ····················································104
1) 환경적 관점 ························································104
2) 교육적 관점 ························································126

제2장 환경교육과정의 성격 ················································143
1. 환경교육과정의 전제 ··················································144
1) 통합교육과정의 운영 ···············································144
2) 환경교육과정의 원리 ···············································153
2. 역량중심 환경교육과정 ················································160
1) 환경 역량의 이해 ···················································163
2) 환경 역량의 특징 ···················································180
3) 환경 역량의 개념과 종류 ···········································188
4) 역량중심 환경교육과정의 구성 원리 ································191
 

제3장 교육과정에 담긴 환경교육의 목적 ·······························199
1. 환경교육의 목적 ·······················································199
2. 환경교육 목적의 변화 ·················································206
1) 초기 환경교육 목표의 특성 ·········································209
2) 환경교육 목표의 전개 과정 ·········································213
3) 지속가능발전 ·······················································219
3. 역량중심 환경교육 목표 모형 ·········································231
1) 목표 모형의 문제점과 대안 ·········································231
2) 행동 목표의 문제점과 대안 ·········································234
3) 환경 역량이 지향하는 목적 ·········································238
4) 역량의 목표 실현 절차의 원리 ······································238

제4장 환경교육과정의 내용 및 교수·학습 방법 ·······················243
1. 역량중심 내용의 이해 ·················································244
1) 핵심 개념 ··························································244
2) 기능, 행위 ··························································247
3) 핵심 질문 ··························································248
4) 수행 과제 ··························································255
2. 환경교육의 내용 ·······················································255
1) 환경교육 내용의 주요 변화 ·········································256
2) 환경교육 내용 전개 과정 ···········································260
3) 환경교육과정 내용 선정 및 조직 ···································288
3. 역량중심 교수ㆍ학습 방법 ·············································294
1) 교수ㆍ학습 이론 ····················································295
2) 역량중심 교수ㆍ학습 모형 ··········································312
4. 교육과정 재구성 ·······················································338
1) 교육과정 재구성 ····················································338
2) 교사 수준에서 환경교육과정 재구성 ································340
3) 환경교육과정 재구성 유형 ··········································346

제5장 환경교육과정 평가 ···················································349
1. 교육 관점의 변화와 환경교육의 평가 방향 ····························349
1) 교육 평가에 대한 관점과 동향 ·······························································349
2) ‘환경’ 과목의 평가 운영 현황 ······································353
2. 환경 역량 함양 평가 ··················································361
1) 환경교육 평가 영역 ·················································361
2) 환경교육 평가 방향 ·················································365
3) 환경교육 평가 절차 ·················································369
3. 정의적 영역 평가 ·····················································378
4. 에세이 평가 ···························································380

참고문헌 ··································································382
찾아보기 ··································································403

저자소개

서은정
경기 광주고등학교 환경교사
서울대학교, 한국외국어대학교 출강
좀 더 아름다운 세상을 만들기 위해 자기 삶에 질문을 던지고, 일상생활 속에서 자신이 얼마나 소중한 존재인지를 깨닫게 도와주는 교육의 힘을 신뢰한다. 환경교육, 교육과정, 핵심 역량에 관심을 가지고 연구하고 있다.
최근 교육부와 함께 2015 개정 교육과정 개발에 참여하였고 방송통신 중학교 강사로 활동하였다. 대표적인 저서로는 중ㆍ고등학교 『환경』 교과서, 고등학교 『생태와 환경』 교과서, 『초등학교 환경 교과서』, 『환경프로젝트 우리들의 빗물
이야기』 등이 있다. 저서와 강연, 세미나를 통해 지속가능한 삶, 역량중심 교육과정, 환경교육의 중요성에 대해서 역설하고 있다.

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