[2판] 특수교육 교육과정 재구성 > 특수교육/창의성.사고력교육

특수교육 교육과정은 특수교육이 발전함에 따라 학생의 장애유형별ㆍ정도별 특성에 맞는 교육을 제공하고자 수시 개정되고 있다. 하지만 장애학생들은 장애유형도 다양하고, 장애영역에 따른 장애의 정도 및 특성도 매우 다양하여 국가수준의 교육과정을 그대로 적용하기 어려운 것이 사실이다. 특히 현행 교육과정은 장애의 중도ㆍ중복화와 교육과정 대강화 반영으로 인해 교사에게 교육과정 편성ㆍ운영의 재량권이 많이 부여되어 있고, 중학교 자유학기제, 고등학교 고교학점제 전면 시행 등 현장의 요구는 교육과정 재구성과 책임 지도의 부담을 특수교사에게 가중시키고 있는 실정이다.

이 책은 이러한 고충을 겪고 있을 특수교사 및 예비 특수교사들에게 이론적 지식과 실천적 자료를 제공하기 위한 목적으로 집필된 특수교육 교육과정 재구성에 관한 최초의 책이라 할 수 있다.

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제 1 부 응답하라! 특수교육 교육과정 재구성

제 1 장 특수교육 교육과정 총론 ············································································· 11

1. 특수교육 교육과정의 변천 과정 및 법적 근거 ········································11

1) 변천 과정 ····································································································11

2) 법적 근거 ····································································································17

2. 2022 개정 특수교육 교육과정 총론의 주요 내용 ··································19

1) 유치원 교육과정 ·························································································24

2) 공통 교육과정 및 선택 중심 교육과정 ·····················································25

3) 기본 교육과정 ·····························································································28

제 2 장 2022 개정 특수교육 교육과정 각론 ························································· 33

1. 2022 개정 특수교육 교육과정 각론의 특징 ···········································33

2. 기본 교육과정 교과별 주요 내용 ·····························································36

1) 통합교과: 바른 생활, 슬기로운 생활, 즐거운 생활 ··································36

2) 국어 ·············································································································40

3) 사회 ·············································································································42

4) 수학 ·············································································································43

5) 과학 ·············································································································45

6) 실과 ·············································································································46

7) 진로와 직업 ································································································48

8) 체육 ·············································································································49

9) 음악 ·············································································································51

10) 미술 ··········································································································52

11) 선택: 정보통신 활용 ················································································53

12) 선택: 생활영어 ·························································································54

13) 선택: 보건 ································································································55

14) 창의적 체험활동 ·······················································································57

15) 일상생활 활동 ···························································································59

제 3 장 교육과정 재구성 이론과 전략 ··································································· 61

1. 교육과정 재구성을 위해 교사가 갖추어야 할 능력 ·································65

2. 교육과정 재구성 유형 ···············································································69

3. 교육과정 재구성 이론 ···············································································73

1) 교육과정 문서와 자료의 구분 ····································································74

2) 교육과정 재구성 과정 ················································································76

3) 교사 교육과정 개발을 위한 교육과정 재구성 과정 ··································77

4) 백워드 설계 모형에 따른 재구성 ······························································82

5) 개념 기반 교육과정 설계에 따른 재구성 ··················································91

제 2 부 특수교육 교육과정 재구성 수업을 만나다!

제 1 장 교과 내 교육과정 재구성 ········································································· 107

1. 제재 중심 교육과정 재구성 및 교수ㆍ학습 설계 ··································107

1) 1단계: 재구성할 제재를 선정한다. ·························································108

2) 2단계: 재구성 목적 및 의도를 설정한다. ··············································109

3) 3단계: 학습자 수준을 분석한다. ·····························································109

4) 4단계: 제재 중심 교육과정 주제망을 구성한다.(매개체 선정) ··············111

5) 5단계: 제재 중심의 교육과정 재구성 및 구성표를 작성한다. ···············112

6) 6단계: 제재 중심의 구체적인 지도안을 작성한다. ·································114

2. 프로젝트 학습을 위한 단원 간 교육과정 재구성 및 교수ㆍ학습 설계 119

1) 프로젝트 주제를 정하고 주제망을 구성한다. ··········································121

2) 프로젝트 학습을 기획하고 준비한다. ······················································123

3) 프로젝트 학습을 실행한다. ······································································130

제 2 장 주제 통합 교육과정 재구성 및 교수ㆍ학습 설계 ···································· 137

1. 교과 간 교육과정 재구성 ········································································140

1) 학습자 수준 분석 ·····················································································140

2) 주제 선정을 위한 교과 마인드맵 작성 ···················································140

3) 주제 선정 및 재구성 이유 작성 ······························································141

4) 주제별 관련 교육과정 분석 및 단원 지도 계획 ·····································142

5) 재구성 주제망 및 지도계획 수립 ····························································143

6) ｢대장 붕어의 먹이 일기｣ 주제에 따른 교과 간 내용의 재구성 ···········145

7) 주제별 상세 수업 계획안 작성 및 실행 ·················································146

2. 교과와 창의적 체험활동 간 교육과정 재구성: 인권교육을 주제로 ······ 148

1) 주제선정을 위한 창의적 체험활동 마인드맵 작성 ··································148

2) 주제선정 및 재구성 이유 작성 ································································150

3) 주제별 관련 단원 추출 및 주제별 교과 구성표 작성 ····························151

4) 재구성 주제망 작성 ··················································································155

5) 관련 단원 분석 및 재구성 구성안 작성 ·················································156

6) 주제별 상세 수업 계획안 작성 및 실행 ·················································157

제 3 부 특수교육 교육과정을 요리하다!!

제 1 장 성취기준 중심 교육과정 재구성 ······························································ 163

1. 성취기준 중심 교육과정 재구성의 의미 ·················································163

1) 성취기준 분석 ···························································································164

2) 성취기준과 평가 계획 ··············································································166

3) 수업 활동 구성 ·························································································168

2. 사례로 알아보는 성취기준 중심 교육과정 재구성 ·································169

1) 학급 특성 분석 ·························································································169

2) 성취기준 분석 ···························································································170

3) 평가 계획 ··································································································170

4) 수업 활동 구성 ·························································································171

5) 차시별 수업 실행 ·····················································································172

제 2 장 기본 교육과정 성취기준에 준거한 특수학교 교육과정 ··························· 175

1. 교과별 성취기준 학년별 분류 ·································································176

2. 성취기준에 따른 교과 교육과정(내용) 계획 ···········································181

3. 성취기준에 따른 교과평가 계획 ·····························································183

4. 성취기준에 근거한 평가기술 ···································································185

5. 교사 교육과정 실천을 위한 기타 고려 사항들 ······································186

제 3 장 환경과 연계한 전공과 수업 구성 ···························································· 189

1. 특수학교 전공과 교육과정 ······································································190

1) 교육과정 편제와 구성 ············································································190

2) 교과(식품가공) 성취기준 선정 ·······························································191

3) 교과(식품가공) 내용체계 ········································································193

4) 학년별 교과(식품가공) 성취기준과 지도 요소 ······································195

5) 교과(식품가공) 교육과정 ········································································197

2. 교과(식품가공) 교육과정과 연계한 생태전환교육 ··································198

1) 성취기준에 부합하는 지도내용 선정 ·······················································199

2) 생태전환교육 교사용 준비자료 ································································200

3) 생태전환교육 학생용 제시자료 ································································204

3. 생태전환교육 연계 실천 중점 ·································································205

부록 1 중도중복장애 학생을 위한 교과 연계 교육과정 재구성 ·························· 209

부록 2 2022 개정 특수교육 교육과정 교과별 내용 체계 ·································· 244

참고문헌 ······················································································································280

찾아보기 ······················································································································283

저자소개

김영미

부산대학교 대학원 특수교육학과 지체장애 전공(특수교육학 박사)

현재 광주여자대학교 특수교육과 교수

김혜리

일본 히로시마대학교 대학원 장애아교육과 중도중복장애교육 전공(교육학 박사)

현재 중부대학교 초등특수교육과 교수

한경화

창원대학교 대학원 특수교육학과 지체중복장애 전공(교육학 박사)

현재 경상남도교육청 장학사

김정미

공주대학교 대학원 특수교육학과 지적장애 전공(교육학 석사)

현재 세종누리학교 특수교사

김동인

조선대학교 대학원 특수교육학과 언어ㆍ청각장애 전공(교육학 박사)

현재 나주교육지원청 특수교육지원센터 특수교사

배송

교환