aside banner 교육과학사 추천도서 안내 새로운 신간 소식 교육과학사 자료실 견본 미리보기 제공 강의용 견본신청


지성공간

4차 산업혁명시대 인성교육 교육과정의 이론과 실제
판매가
수량
저자
신재한
발행일
2019-03-15
ISBN
978-89-254-1364-8(93370)
페이지
296
판형
46배
교육과정은 교육에 있어 일정한 순서로 배열된 학습, 학습 내용 및 경험 내용을 가리키는 것으로 학습자의 학습과 경험하는 내용의 학습 경험 그 자체를 의미한다. 특히, 교육과정 개발은 교육과정을 구성하는 데 있어서 과정 및 절차가 어떻게 진행되어야 하는가를 결정하는 과정과 관련되어 있기 때문에, 누가 교육과정 구성에 참여하게 될 것이고 교육과정 구성에 어떤 절차가 사용될 것인가에 많은 관심을 가지고 있다. 특히, 교육과정 운영은 개발된 교육과정을 학교와 교실에서 실천하는 과정으로서, 계획된 교육과정의 목적을 달성하기 위해 학교에서 교사가 실제로 수업을 전개하는 활동이다. 따라서, 인성교육 교육과정을 개발하고 운영하기 위해서는 인성교육의 기초 이론과 실제 사례를 병행할 필요가 있다.
머리말 / 3
제1부 인성교육 교육과정의 이해
제1장 교육과정의 개념 ·····································································13
1. 교육과정의 개념 ···································································13
2. 교육과정의 구성요소 ·······························································18
3. 교육과정의 성격 ···································································20
4. 교육과정과 유사한 용어 ···························································21
제2장 교육과정의 기초 ·····································································25
1. 교육과정의 역사적 기초 ···························································25
2. 교육과정의 철학적 기초 ···························································29
3. 교육과정의 심리적 기초 ···························································32
제3장 교육과정의 유형 ·····································································39
1. 교육과정 구성 방식에 따른 유형 ·················································39
2. Goodlad의 교육과정 유형 ························································50
3. Glatthorn 등의 교육과정 유형 ···················································51
4. Cuban의 교육과정 유형 ··························································52
5. Eisner의 교육과정 유형 ··························································53
6. 기타 학자들의 교육과정 유형 ·····················································53
제2부 인성교육 교육과정의 개발
제1장 교육과정의 개발 ·····································································59
1. 교육과정 개발의 개념 ·····························································59
2. 교육과정 개발의 참여자 ···························································61
3. 교육과정 개발의 원리 ·····························································61
4. 교육과정 개발의 유형 ·····························································62
5. 교육과정 개발의 모형 ·····························································63
제2장 교육과정의 목표 설정 ·······························································79
1. 교육목표와 수업목표의 개념 ······················································79
2. 교육목적과 수업목표의 설정 ······················································83
3. 수업목표의 분류와 기능 ···························································85
4. 수업목표의 진술 ···································································86
5. 신교육목표 분류 ···································································90
6. Eisner의 수업목표 분류 ··························································94
제3장 교육과정의 교육내용 선정 ··························································97
1. 교육내용의 개념 ···································································97
2. 교육내용의 선정 기준 ·····························································98
3. 교육내용의 선정 원리 ·····························································99
4. 교육내용의 선정 방법 ····························································101
제4장 교육과정의 교육내용 조직 ························································105
1. 스코프(scope)와 시퀀스(sequence)의 개념 ···································105
2. 교육내용의 조직 원리 ····························································105
3. 교육내용의 조직 방법 ····························································106
제3부 인성교육 교육과정의 운영 및 평가
제1장 교육과정의 운영 ····································································111
1. 교육과정 운영의 개념 ····························································111
2. 교육과정 운영의 원리 ····························································112
3. 교육과정 운영의 실제 ····························································113
제2장 교육과정의 평가 ····································································117
1. 교육과정 평가의 개념 ····························································117
2. 교육과정 평가의 과정 ····························································119
3. 교육과정 평가의 모형 ····························································120
4. 학교 교육과정의 평가 ····························································124
제3장 과정 중심 학생 성장 평가 ························································127
1. 평가 패러다임의 변화 ····························································127
2. 과정 중심 학생 성장 평가 방향 ·················································128
3. 과정 중심 학생 성장 평가 특징 ·················································130
4. 과정 중심 학생 성장 평가 방법 ·················································132
5. 과정 중심 학생 성장 평가 단계 ·················································135
제4부 인성교육 교육과정의 실제
제1장 교육과정 재구성 ····································································153
1. 교육과정 재구성의 필요성 ·······················································153
2. 교육과정 재구성의 원리 ··························································154
3. 교육과정 재구성의 유형 ··························································155
제2장 통합 교육과정 ·······································································159
1. 통합 교육과정의 개념 ····························································159
2. 통합 교육과정의 기능 ····························································161
3. 통합 교육과정의 장ㆍ단점 ·······················································164
4. 통합 교육과정의 내용조직 유형 ·················································165
5. 통합 교육과정의 유형 ····························································170
제3장 보편적 설계 ·········································································183
1. 보편적 수업 설계의 개념 ························································183
2. 보편적 수업 설계의 배경 ························································185
3. 보편적 설계의 원리 및 지침 ·····················································187
4. 보편적 설계의 원리에 적합한 교수 방법 ·······································190
5. e-러닝에서 적용 가능한 보편적 설계 원리 ····································194
6. 디지털 교과서에서 적용 가능한 보편적 설계 원리 ·····························197
제4장 융합 교육과정의 설계 ······························································201
1. 융합교육의 개념 ··································································201
2. 융합교육의 설계 방법 ····························································202
3. 융합교육의 설계 모형 ····························································206
4. 융합교육 교육과정의 유형 ·······················································207
5. 융합교육 교육과정의 단계 ·······················································210
6. STEAM 융합교육의 융합적 발문 ···············································211
7. STEAM 융합교육의 평가 ························································214
제5장 자유학기제 교육과정 ·······························································219
1. 자유학기제 운영 방안 ····························································219
2. 공통과정(기본교과) ·······························································220
3. 자율과정 ··········································································224
제6장 핵심 역량 기반 교육과정 ·························································233
1. 핵심역량의 개념 및 유형 ························································233
2. 미래 학교 교육과정에 필요한 핵심역량 ·········································236
3. 초ㆍ중등교육에서 강조해야 할 핵심역량 ········································237
4. 직업세계에서 요구되는 핵심역량 ················································243
제5부 인성교육 교육과정의 운영 사례
제1장 유치원 인성교육 교육과정 ························································249
1. 3남매 똘똘 하늘빛 사랑해요 ····················································249
2. 책읽어주기 인성프로그램 ·························································252
제2장 초등학교 인성교육 교육과정 ······················································255
1. 콩깍지 가족 사랑으로 하나 된 우리 ············································255
2. 독서체험을 통해 소통하는 감성력 가꾸기 ······································261
3. 글로벌 인성교육 프로젝트 ·······················································264
제3장 중고등학교 인성교육 교육과정 ···················································267
1. 프로젝트형 인성교육 ·····························································267
2. 클로버 글벗 가꾸기 독서 프로그램 ·············································269
제4장 대학교 인성교육 교육과정 ························································275
1. 도덕성 함양을 위한 덕성훈련 프로그램 ·········································275
2. 고전을 통한 민주시민교육 양성 ·················································277
제5장 군대 및 가족 인성교육 교육과정 ················································281
1. 군대 인성교육 교육과정 ··························································281
2. 가족 인성교육 교육과정 ··························································287
찾아보기 ··············································································295
신재한
경북대학교 교육학박사
교육부 연구사
한국교육개발원 연구위원
한국청소년상담학회 융합상담분과 Supervisor
국제뇌교육종합대학원대학교 교수
번호 제목 작성자 작성일 답변
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