최신 백워드 교육과정과 수업설계의 미래 > 교육학

본 저서는 직접적으로 보면 백워드 교육과정 설계의 새로운 버전을 살펴본 것이다. 주지하다시피 우리가 자주 접하는 백워드 설계 방식은 소위 1.0 버전이라고 부를 수 있다. 이번에 제시한 백워드 설계는 2.0 버전에 대한 것이다. 백워드 설계의 주창자인 Wiggins와 McTighe는 1999(핸드북), 2001(1판), 2004(워크북), 2005(2판)년에 연속적으로 1.0 버전에 대한 것들을 선보였다. 이러한 방식들에 대한 현장 교사들의 반응은 특히 백워드 설계 1단계가 다소 복잡하고 어렵다는 것이었다.
그래서 다시 백워드 설계(UbD)에 대해서 보다 단순하면서 쉽게 적용 가능한 방식을 소개하였다. 그것이 2.0 버전이다. 여기에는 백워드 설계의 주 초점인 단원 수준의 설계에 맞게 양질의 단원 개발을 위한 지침(2011년, 기본 모듈 Ⅰ)과 단원을 만들고 검토하기 위한 심화 개념(2012년, 기본 모듈 Ⅱ)에 대한 저서가 있다.

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저자서문 / 3
Ⅰ. 백워드 단원 설계 2.0의 이해
제1장 백워드 설계의 기본 입장 ···························································13
1. 학습자 중심 교육과정 설계 및 개발 ···········································13
2. 구성주의, 이해중심 교육과정 ···················································15
3. 이해력 개발을 강조하는 교육 목적 ············································16
4. 지식의 구조 강조 ·································································17
5. 역량 중심 교육과정 ······························································18
제2장 1.0과 2.0의 차이 ···································································21
1. 내용상의 차이 ·····································································22
2. 설계 템플릿의 차이 ······························································24
제3장 교육과정-수업-평가의 입장 ························································27
1. 교육과정 ···········································································27
2. 수업 ················································································28
3. 학습 ················································································29
4. 평가 ················································································31
제4장 한국에서의 상황 ······································································33
1. 양의 학습 문제 ···································································33
2. 속도의 학습 문제 ·································································34
3. 수업 내용과 삶의 괴리 문제 ····················································34
4. 심층적 이해능력 평가의 부재 ···················································35
5. 교육과정-수업-평가의 비연계성 ················································36
제5장 백워드 설계의 모듈 ·································································39
1. 백워드 설계의 주요 아이디어(A모듈) ··········································42
2. 백워드 설계 템플릿(B모듈) ······················································43
Ⅱ. 백워드 설계의 기본 모듈(1)
제6장 학습목표 유형 ········································································49
1. 지식과 기능의 습득 ······························································49
2. 의미 구성 능력 개발 ·····························································50
3. 전이 능력 개발 ···································································52
제7장 본질적 질문과 이해 ·································································55
1. 본질적 질문의 중요성 ····························································61
2. 본질적 질문과 학습과의 관련성 ················································64
3. 기능 교과에서의 본질적 질문과 이해 ··········································67
4. 본질적 질문을 사용하기 위한 적합한 연령 ····································68
제8장 증거 결정과 평가 과제 ·····························································71
1. 평가의 타당도와 신뢰도 ·························································71
2. 학습목표에 따른 평가 과제 개발 ···············································73
제9장 학습경험 계획하기 ···································································79
1. 피상적 학습 대 심층적 학습 ····················································79
2. 학습목표 유형을 고려하여 학습경험 계획하기 ································81
3. WHERETO를 고려하여 학습경험 계획하기 ···································84
Ⅲ. 백워드 설계의 기본 모듈(2): 단계별 모듈
제10장 2.0 버전에 기반한 백워드 설계 매뉴얼 ·······································93
1. 백워드 설계 매뉴얼 구성의 특징 ···············································93
2. 백워드 설계 매뉴얼의 전체적인 흐름 ··········································95
제11장 백워드 설계의 시작점과 초기 단원 개요 개발 ······························101
1. 시작점 ·············································································101
2. 초기 단원 개요 개발 ····························································107
제12장 백워드 설계 1단계 ·······························································117
1. 1단계 설계 템플릿 및 설계 과정 ·············································117
2. 1단계 요소별 설계 방법과 관련 이론 ········································119
제13장 백워드 설계 2단계 ·······························································175
1. 2단계 설계 템플릿 및 설계 과정 ·············································175
2. 2단계 요소별 설계 방법과 관련 이론 ········································177
제14장 백워드 설계 3단계 ·······························································219
1. 3단계 설계 템플릿 및 설계 과정 ·············································219
2. 3단계 요소별 설계 방법과 관련 이론 ········································221
Ⅳ. 교과별 사례
제15장 교과별 설계 사례 ·································································283
1. 국어과 ·············································································283
2. 사회과 ·············································································293
3. 도덕과 ·············································································303
4. 수학과 ·············································································312
5. 과학과 ·············································································323
6. 영어과 ·············································································331
7. 체육과 ·············································································339
제16장 설계 안의 적용상의 유의점 ·····················································349
1. 개발 전 유의점 ··································································349
2. 개발 중 유의점 ··································································353
3. 개발 후 유의점 ··································································355
Ⅴ. 설계자로서의 교사 전문성
제17장 백워드 단원 설계의 25가지 문제 해결하기 ··································361
1. 서론 ···············································································361
2. 단원 목표의 문제(1단계) ·······················································362
3. 평가 증거에 관한 문제(2단계) ·················································375
4. 학습 계획의 문제(3단계) ·······················································385
제18장 단원 설계 전문성 ·································································403
1. 성취기준 분석 ····································································403
2. 평가 설계자로서의 전문성 ······················································404
3. 교과-단원-차시수업의 연계적 설계 전문성 ··································405
4. 본질적 질문 중심의 단원 재구성 전문성 ·····································406
제19장 2.0에서 추구하는 교사 전문성 ·················································409
1. 전이 능력을 추구하는 전문성 ··················································409
2. 상이한 유형의 학습목표 판단 전문성 ·········································410
3. 수행과제 설계: 준거와 루브릭 개발의 전문성 ·······························411
4. 1.0과의 연계 전문성 ····························································412
제20장 백워드 설계의 미래(포워드): 백워드 설계와 IB 교육과정 ·················413
1. 백워드 설계 속에서의 IB와의 연계성 ·········································413
2. 적용 사례: IB 단원 설계안 양식 ··············································424
참고문헌 ··············································································440
찾아보기 ··············································································443

저자소개

강현석 경북대학교 사대 교육학과 졸업
경북대 대학원 교육학 석, 박사 졸업
Univ. of Wisconsin-Madison Post-Doc.
한국내러티브교육학회 회장 겸 한국교육과정학회 부회장
(현재) 경북대학교 사대 교육학과 교수

이지은 공주교육대학교 졸업
대구교육대학교 교육과정 및 방법 석사 졸업
경북대 대학원 교육과정 박사 졸업
주요 저서: 백워드 설계의 이론과 실천: 교실혁명
(현재) 대구 동평초등학교 교사

배은미 대구교육대학교 졸업
한국교원대학교 교육학 석사 졸업
경북대학교 대학원 교육과정 박사 졸업
주요 저서: 내러티브와 교육: 교과교육으로의 여행
(현재) 대구 강림초등학교 교사

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