창의적 체험활동 교육론 > 교과교육(각교과교육론)

전인교육과 더불어 4차 산업혁명 시대의 키워드 중 하나는 창의성이다. 이러한 시대정신을 반영하여 우리나라도 창의성을 갖춘 인재 양성을 지향하고 있다. 창의적 체험활동은 2009 개정 교육과정 때 신설되어 현재 시행되고 있는 2015 개정 교육과정과 2024년 3월부터 점진적으로 시행될 2022 개정 교육과정에서 교과와 함께 교육과정의 양대 축으로 편제되어 있다. 2015 개정 교육과정은 “바른 인성을 가지고 인문학적 상상력과 과학기술 창조력으로 새로운 지식을 창조하고 다양한 지식을 융합하여 새로운 가치를 창출”할 수 있는 창의융합형 인재 양성을 강조한다. 2022 개정 교육과정은 “미래 사회가 요구하는 핵심역량을 함양하여 포용성과 창의성을 갖춘 주도적인 사람으로 성장”하도록 하는 데 중점을 두고 있다. 창의적 체험활동은 나눔과 배려를 실천하고 개인의 소질과 잠재력을 계발하며, 창의적인 삶의 태도와 공동체 의식을 함양하는 교육과정이다. 창의적 체험활동은 교과교육으로만 달성하기 힘든 전인교육을 실현하고 창의융합형 인재를 양성하는 데 실질적으로 이바지할 수 있다.

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머리말 / 3

제1부 창의적 체험활동의 이론적 기초

제1장 교육과정과 창의적 체험활동 ··················································11

1. 교육의 어원과 정의 ····························································11

2. 교육과정과 창의적 체험활동 ··················································18

3. 창의성의 정의와 관련 성향 ····················································31

제2장 창의적 체험활동의 역사적 기초 ··············································39

1. 과외활동의 성립과 발전 ·······················································39

2. 정규 과정과의 관계에 따른 변천 ·············································43

3. 과외활동 변천의 시대 구분 ····················································46

4. 창의적 체험활동 교육과정의 변천 ············································48

제3장 창의적 체험활동의 철학적 기초 ··············································69

1. 자연주의 ·········································································70

2. 진보주의 ·········································································79

3. 구성주의 ·········································································87

제4장 창의적 체험활동의 심리학적 기초 ··········································101

1. 다중지능 ·······································································101

2. 감성지능 ·······································································116

3. 창의성 ··········································································123

4. 발달 특성 ······································································130

제5장 창의적 체험활동과 방과후학교 ··············································135

1. 창의적 체험활동과 방과후학교의 변천 ······································136

2. 창의적 체험활동과 방과후학교의 성격과 목표 ·····························143

3. 창의적 체험활동과 방과후학교의 내용 체계 ································151

제6장 외국의 창의적 체험활동 관련 교육 ········································161

1. 미국과 영국 ····································································161

2. 프랑스와 독일 ·································································171

3. 핀란드와 스위스 ·······························································177

4. 일본과 중국 ····································································182

제2부 창의적 체험활동의 실제

제7장 창의적 체험활동의 성격, 목표, 평가 ······································193

1. 성격 ············································································193

2. 목표 ············································································200

3. 평가 ············································································203

제8장 창의적 체험활동의 편성ㆍ운영과 지원 ····································221

1. 편성ㆍ운영의 공통 지침 ······················································221

2. 지원 ············································································243

제9장 자율활동 ··········································································249

1. 자율활동의 이론적 기초 ······················································250

2. 자율활동 교육과정의 변천 ····················································253

3. 목표와 내용, 편성ㆍ운영 지침, 교수ㆍ학습 ·································261

제10장 동아리활동 ·······································································279

1. 동아리활동의 이론적 기초 ····················································280

2. 동아리활동의 변천 ····························································286

3. 목표와 내용, 편성ㆍ운영 지침, 교수ㆍ학습 ·································296

제11장 봉사활동 ··········································································313

1. 봉사활동의 이론적 기초 ······················································315

2. 봉사활동의 변천 ·······························································323

3. 목표와 내용, 편성ㆍ운영 지침, 교수ㆍ학습 ·································331

제12장 진로활동 ··········································································345

1. 진로활동의 이론적 기초 ······················································347

2. 진로활동의 변천 ·······························································355

3. 목표와 내용, 편성ㆍ운영 지침, 교수ㆍ학습 ·································361

참고문헌 ····················································································373

부 록

부록 1 안전한 생활 ········································································381

부록 2 2022 개정 교육과정 총론 ·························································391

부록 3 2022 개정 창의적 체험활동 교육과정 ············································414

찾아보기 ···························································································································433

저자소개

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