농산업교과 교재연구 및 지도론

이 책을 펴내면서 / 3

제1장 농산업의 이해와 농업교육 ···················································9
1. 농업은 미래 생명산업이다 ····················································11
2. 한국의 농산업 ··································································12
3. 농업교육의 개념 ·······························································15
4. 농산업의 변화와 농업교육 ····················································17
5. 우리나라 농업교육의 역사와 발달 ···········································20
6. 농업교사의 역할과 농업교육 디자인 ········································26

제2장 농산업교육관과 농업과학교육 ·············································29
1. 농업의 가치와 교육철학 ······················································31
2. 농업, 농민과 농업교육의 사회적 위치 ······································35
3. 농업교육의 변화 ·······························································37
4. 농업과학 교육의 개념과 원리 ················································46
5. 농업과학 교육론의 개발과 구성 ·············································53

제3장 농업교과교육과 교재연구 ···················································57
1. 농업교과교육 ···································································59
2. 농업교과교재 개발과 필요성 ·················································64
3. 농업교과 교재의 선정과 개발 ················································73

제4장 농업교육과정과 교과포트폴리오 ··········································79
1. 농업교육과정 서설 ·····························································82
2. 농업교육과정의 개념과 의의 ·················································85
3. 농업교육과정과 학습포트폴리오 ··············································89
4. 농생명과학고등학교 교육과정 편제 ··········································93

제5장 농업교과 교수-학습지도의 계획과 방법 ······························105
1. 농업교과 교수-학습전략 ·····················································107
2. 교수-학습지도 계획과 수업지도안 ·········································113
3. 농업교과교육과 연구수업 ····················································117
4. 농업 교수-학습방법과 교과교재연구 ·······································124

제6장 농업교과교육과 안전 ························································151
1. 안전교육과 농업실습 ·························································153
2. 학교의 안전사고 ······························································159
3. 학교안전사고의 발생현황 ····················································159
4. 학교 안전관리와 안전매뉴얼 ················································160

제7장 한국영농학생회(FFK)와 농업교육 ·······································179
1. 영농학생회(FFK)프로그램과 농업교육 ······································181
2. 한국영농학생연합회 결성 과정 ·············································184
3. FFK의 조직과 운영 ··························································185
4. FFK Vision-Up ·····························································186
5. FFK 활동 효과 ·······························································186
6. FFK 역사와 발전과정 ·······················································187
7. FFK의 상징과 이념 ··························································187
8. FFK 프로그램 ································································191
9. 리더십 함양 활동 ····························································197
10. 미국의 영농학생회(Future Farmers of America) ····················200

제8장 생활지도와 농업 진로개발 ················································209
1. 행복한 삶과 진로 ····························································211
2. 생활지도의 의미와 필요성 ··················································212
3. 농업분야 진로개발 ···························································222
4. 진로설계 수업지도안(예시) ··················································225

제9장 농업교과교육과 성취도 평가 ·············································247
1. 교육평가의 개념 ······························································249
2. 시간의 경과에 따른 평가 ···················································256
3. 평가 문항의 구비조건 ·······················································257
4. 평가문항의 개발 ······························································260

제10장 국제비교 농업교육과 개발 ················································267
1. 비교교육의 필요성 ···························································269
2. 농업기술의 수출과 농업교육의 확장 ·······································270
3. 각국의 농업교육 소개 ·······················································272

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