통합교과의 이론과 실제

2판 머리말 / 3
초판 머리말 / 6

제1부 통합교과의 이론
Ⅰ. 통합교과의 의미 ····································································17
1. 통합교과 개념의 혼란 ·····························································17
2. 마음 밖의 통합과 마음 안의 통합 ·················································24
3. 통합교과와 교과교육론의 공통과제 ················································40

Ⅱ. 통합교과와 전인교육의 관계 ·······················································47
1. 전인교육에 대한 두 가지 접근방식 ················································47
2. 통합교과의 재개념화 ······························································55
3. 전인교육과 통합교과의 관계 ······················································65

Ⅲ. 통합교과의 역사 ····································································69
1. 서양의 통합교과 역사 ·····························································69
2. 초등학교 통합교과의 변천 ························································71
3. 초등학교 통합교과의 위치 ························································85

Ⅳ. 통합교과의 이론적 근거 ····························································91
1. 통합교과의 존재론적 근거: 세계 ··················································94
2. 통합교과의 인식론적 근거: 마음 ··················································98
3. 통합교과의 가치론적 근거: 능력 ·················································106

Ⅴ. 통합교과의 교수방법 ······························································113
1. 통합교과 교수방법의 존재 가능성 ················································113
2. 통합교과 교수 4단계 ····························································115
3. 통합교과 교수에 있어서 교사의 위치 ············································122

제2부 통합교과의 실제
Ⅰ. Ingram의 통합교과 유형 ·························································133
1. 구조적 접근방법: 양적 접근방법과 질적 접근방법 ································135
2. 기능적 접근방법: 내재적 접근방법과 외재적 접근방법 ····························139

Ⅱ. Jacobs의 통합교과 유형 ··························································143
1. 학문 기초 설계 ··································································144
2. 학문 병렬 설계 ··································································145
3. 다학문적 설계: 보완적인 학문 단원 또는 과정 ···································146
4. 간학문적 단원 또는 과정 설계 ···················································146
5. 통합의 날 설계 ··································································147
6. 완전 프로그램 설계 ······························································148

Ⅲ. Fogarty의 통합교과 유형 ·························································151
1. 분절형 ··········································································154
2. 연결형 ··········································································156
3. 동심원형 ········································································157
4. 계열형 ··········································································159
5. 공유형 ··········································································161
6. 거미줄형 ········································································162
7. 실로꿴형 ········································································164
8. 통합형 ··········································································165
9. 몰입형 ··········································································166
10. 네트워크형 ·····································································168

Ⅳ. Drake의 통합교과 유형 ··························································171
1. 다학문적 접근방법 ·······························································171
2. 간학문적 접근방법 ·······························································175
3. 초학문적/실생활 접근방법 ·······················································177
4. 세 가지 교육과정 통합의 접근방법의 비교 ·······································181
5. 교수 전략 개발하기 ······························································184

Ⅴ. 주제 중심 통합교과 유형 ·························································187
1. 문제사태 중심의 통합 ···························································187
2. 일반 화제 중심의 통합 ··························································188
3. 교과내용 중심의 통합 ···························································190
4. 핵심 개념과 원리 중심의 통합 ···················································192

Ⅵ. 백워드 교육과정 모형과 통합교과의 관련 ·······································197
1. 백워드 교육과정 모형의 개요 ····················································197
2. 백워드 교육과정 모형의 특징 ····················································198
3. 백워드 교육과정 모형의 절차 ····················································201
4. 백워드 설계 모형을 활용한 통합교과 구성 차시 개발 ····························206

Ⅶ. KDB 교육과정 모형과 통합교과의 관련 ·········································219
1. KDB 교육과정 모형의 개요 ·····················································219
2. 간학문적 통합을 위한 KDB 교육과정 모형의 단계 ·······························222
3. KDB 교육과정 모형에 기초한 간학문적 교육과정 통합 설계 과정 ················226
4. 간학문적 통합 단원: 우리가 함께 꿈꾸는 세상 ···································240

Ⅷ. 창의융복합 인재양성교육(STEAM)과 통합교과의 관련 ··························253
1. STEAM의 개요 ·································································253
2. 융합인재교육(STEAM)의 활동 준거 ··············································256
3. STEAM 수업의 절차 및 유형 ···················································257
4. STEAM 교육의 세부 요소 및 평가 척도 ········································259
5. STEAM 융합 교육과정 개발 절차 ···············································261
6. STEAM 단원 개발 사례 ·························································262

제3부 2015 개정 초등학교 통합교과의 이해
Ⅰ. 2015 개정 초등학교 통합교과 ···················································279
1. 2015 개정 초등학교 통합교과의 특성 ···········································279
2. 2015 개정 초등학교 통합교과 교과서의 구성 ····································284
3. 통합교과 단원 학습 지도: 주제 학습 모형 ·······································290

Ⅱ. 2015 개정 바른 생활과 교육과정 ················································295
1. ‘바른 생활’과의 성격 ····························································295
2. ‘바른 생활’과의 목표 ····························································296
3. ‘바른 생활’과의 내용 체계 ·······················································297
4. ‘바른 생활’과의 영역(대주제)별 성취 기준 ·······································298
5. ‘바른 생활’과의 교수ㆍ학습 ······················································306
6. ‘바른 생활’과의 평가 ····························································311

Ⅲ. 2015 개정 슬기로운 생활과 교육과정 ···········································313
1. ‘슬기로운 생활’과의 성격 ························································313
2. ‘슬기로운 생활’과의 목표 ························································314
3. ‘슬기로운 생활’과의 내용 체계 ···················································315
4. ‘슬기로운 생활’과의 영역(대주제)별 성취 기준 ···································316
5. ‘슬기로운 생활’과의 교수ㆍ학습 ··················································324
6. ‘슬기로운 생활’과의 평가 ························································329

Ⅳ. 2015 개정 즐거운 생활과 교육과정 ·············································331
1. ‘즐거운 생활’과의 성격 ··························································331
2. ‘즐거운 생활’과의 목표 ··························································332
3. ‘즐거운 생활’과의 내용 체계 ·····················································333
4. ‘즐거운 생활’과의 영역(대주제)별 성취 기준 ·····································334
5. ‘즐거운 생활’과의 교수ㆍ학습 ····················································342
6. ‘즐거운 생활’과의 평가 ··························································346

참고문헌 ··········································································· 347
찾아보기 ··········································································· 352