4차 산업혁명시대 인성교육 교육과정의 이론과 실제

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