특수교육 교육과정

3판 머리글_ 3
2판 머리글_ 4
1판 머리글_ 6

제1장 교육과정의 이해 ·········································································15
1. 교육과정의 의미 ·········································································18
가. 학교 교육과 교육과정 ·····························································18
나. 교육과정의 어원적 의미 ···························································19
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ·························20
2. 준거별 교육과정의 유형 ································································25
가. 교육과정 개발의 주체 ·····························································26
나. 교육과정 실현의 수준 ·····························································28
다. 교육과정 의도성의 여부 ···························································29
라. 교육 사조의 변천 ··································································32
3. 교육과정의 기초 ·········································································39
가. 교육과정 구현의 과정 ·····························································39
나. 교육과정 개발의 체제 ·····························································43
다. 교육과정 탐구(구성)의 기초 ······················································47
라. 교육과정 연구의 동향 ·····························································54

제2장 장애학생의 교육과 교육과정 ·························································65
1. 장애학생 교육의 특징 ··································································68
가. 장애학생 교육의 두 가지 준거 ···················································68
나. 장애학생 교육의 형태 ·····························································69
다. 특수교육기관의 특성 ·······························································72
2. 특수교육 교육과정의 특성 ·····························································75
3. 장애학생 교육과정의 접근 유형 및 동향 ·············································77
가. 전통적 특수교육 교육과정의 접근 ···············································79
나. 최근 특수교육 교육과정의 동향 ··················································83

제3장 교육과정의 개발 ········································································101
1. 교육과정 개발의 수준 ·································································104
가. 국가수준의 교육과정 ·····························································105
나. 지역수준의 교육과정 ·····························································106
다. 학교수준의 교육과정 ·····························································106
2. 교육과정 개발의 참여자 ·······························································108
가. 교육과정 의사결정의 정당성 확보 ··············································109
나. 교육과정 개발의 참여자와 역할 ················································110
3. 교육과정 개발의 원리 ·································································115
4. 교육과정 개발의 모형 ·································································118
가. 합리적 모형 ·······································································119
나. 순환적 모형 ·······································································125
다. 역동적/상호작용적 모형 ·························································129
라. 그 밖의 모형 ······································································136

제4장 교육목표의 설정 ········································································151
1. 교육목표의 의미 ·······································································154
가. 교육목표의 의미와 위계 ·························································154
나. 교육목표의 기능 ··································································159
2. 교육목표의 설정 ·······································································160
가. 교육목표 설정의 자원 ····························································160
나. 교육목표 설정의 과정 ····························································162
다. 교육목표 설정의 원칙 ····························································164
3. 교육목표의 분류 ·······································································167
가. 전통적 교육목표의 분류 ·························································167
나. 새로운 교육목표의 분류 ·························································172
4. 교육목표의 진술 ·······································································174
가. 교육목표의 상세화 ································································174
나. 수업목표 설정의 방법 ····························································175
다. 수업목표 진술의 방법 ····························································177
라. 교육목표 진술 시 고려 사항 ····················································187
5. 목표 설정 시 장애학생을 위한 고려점 ··············································188

제5장 교육내용의 선정과 조직 ······························································193
1. 교육내용의 개념과 의미 ·······························································196
2. 교육내용의 선정 ·······································································198
가. 교육내용 선정의 준거 ····························································198
나. 교육내용 선정의 방법 ····························································200
3. 교육내용의 조직 ·······································································204
가. 교육내용 조직의 원리 ····························································204
나. 교육내용 조직의 방법 ····························································208
다. 교육내용 조직의 유형 ····························································210
4. 교육내용 선정 시 장애학생을 위한 고려점 ·········································217

제6장 교육과정 운영 ···········································································227
1. 교육과정 운영 ··········································································230
가. 교육과정 운영의 의미 ····························································230
나. 교육과정 운영의 기본 원리 ······················································234
다. 교육과정 운영에 영향을 미치는 요인 ··········································238
라. 교육과정 운영의 전략 ····························································240
2. 교수–학습 활동 ·········································································242
가. 교수–학습의 의미 ·································································242
나. 교수–학습 이론과 모형 ···························································244
다. 교수–학습 활동의 형태 ···························································255
라. 교수–학습 지도안의 작성 ························································268

제7장 교육과정 평가 ···········································································279
1. 교육과정 평가의 의미와 개념 ························································282
2. 교육과정 평가의 목적 ·································································283
3. 교육과정 평가의 대상과 영역 ························································284
4. 교육과정 평가의 유형 및 모형 ·······················································289
가. 목표 중심 평가 모형: Tyler의 평가 모형 ·····································290
나. 관리 중심 평가 모형: Stufflebeam의 의사결정적 평가 모형 ··············291
다. 참여자 중심 평가 모형: Parlett와 Hamilton의 조명적 평가 모형 ········293
라. 전문가 중심 평가 모형: Eisner 감상ㆍ비평 모형(감식안 모형) ············293
5. 교육과정 평가의 방법 및 절차 ·······················································295
가. 교육과정 평가의 방법 ····························································295
나. 교육과정 평가의 절차 ····························································298
다. 교육과정 평가의 영역 및 내용 ··················································299
라. 교육과정 평가의 방향 ····························································301

제8장 우리나라 특수교육 교육과정의 변천 ·············································307
1. 국가수준 특수교육 교육과정의 시대 구분 ··········································310
2. 시대 구분에 따른 특수교육 교육과정의 특징 ······································311
가. 광복 이전 일제강점기의 특수교육 교육과정 ··································311
나. 광복 이후의 특수교육 교육과정 ················································314
다. 2015 개정 특수교육 교육과정 ··················································335

제9장 특수교육 교육과정의 관련 법규 ···················································347
1. 헌법 ·····················································································350
2. 교육기본법 ··············································································352
3. 초ㆍ중등교육법 및 시행령 ····························································353
가. 초ㆍ중등교육법 ····································································353
나. 초ㆍ중등교육법 시행령 ···························································361
4. 장애인 등에 대한 특수교육법 ························································364
5. 기타 법령 ···············································································372

제10장 국가수준 교육과정의 개발 ···························································375
1. 교육과정 개발의 역할 분담 체제 ····················································378
2. 국가수준 교육과정의 의미와 성격 ···················································380
3. 국가수준 교육과정 기준 설정의 필요성 ·············································384
4. 국가수준 교육과정 개발의 실제 ······················································386
가. 국가수준 교육과정 개정의 방식 ················································386
나. 국가수준 교육과정 개발의 실제 ················································388

제11장 지역수준 교육과정의 개발 ···························································395
1. 지역수준 교육과정 개발의 필요성과 근거 ··········································398
가. 지역수준 교육과정 개발의 필요성 ··············································398
나. 지역수준 교육과정 개발의 근거 ················································399
2. 지역수준 교육과정 지침의 역할과 기능 ·············································403
3. 지역수준 교육과정 개발의 실제 ······················································406
가. 지역수준 교육과정 편성ㆍ운영 지침의 개발 ···································406
나. 지역수준 교육과정 개발의 유의 사항 ··········································415

제12장 학교수준 교육과정의 편성과 운영 ················································419
1. 학교수준 교육과정의 의의와 필요성 ·················································422
가. 학교수준 교육과정의 의미와 성격 ··············································422
나. 학교수준 교육과정의 필요성 ····················································424
다. 학교수준 교육과정 편성ㆍ운영의 근거 ·········································426
2. 학교수준 교육과정 개발의 범위 ······················································428
3. 학교수준 교육과정의 편성과 운영 ···················································431
가. 학교수준 교육과정 편성ㆍ운영의 기본 원리 ···································431
나. 학교수준 교육과정 편성ㆍ운영의 실제 ·········································433

제13장 통합교육 교육과정의 편성과 운영 ················································453
1. 장애학생 배치 경향과 교육과정 사고의 변화 ······································456
2. 일반학급 및 특수학급 교육과정 관련 규정 ·········································458
3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형 ························460
4. 통합교육 교육과정 편성ㆍ운영의 절차 ··············································469
5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정 ···························474
가. 교수적 수정의 의의 ······························································474
나. 교수적 수정의 유형 ······························································475
다. 교수적 수정의 절차 ······························································483
6. 통합교육 교육과정 실행을 위한 교수–학습 형태 ··································485
7. 통합교육 교육과정 편성과 운영을 위한 과제 ······································493

제14장 개별화 교육계획의 구안과 실행 ···················································503
1. 개별화 교육계획의 정의 및 기능 ····················································506
가. 개별화 교육계획의 정의 ·························································506
나. 개별화 교육계획의 기능 ·························································507
다. 개별화 교육계획의 관련 법규 ···················································509
2. 개별화 교육계획의 구안 ·······························································510
가. 개별화 교육계획의 구성 요소 ···················································510
나. 개별화 교육계획의 작성 시기 ···················································512
다. 개별화교육 지원팀의 구성 ·······················································514
라. 개별화 교육계획의 작성 ·························································519
3. 개별화 교육계획의 실행 및 평가 ····················································533
가. 개별화 교육의 실행 ······························································533
나. 개별화 교육의 평가 ······························································536

제15장 중도ㆍ중복장애학생의 교육과정 편성과 운영 ·································543
1. 중도ㆍ중복장애학생의 특성과 교육과정 ·············································546
가. 중도ㆍ중복장애의 개념과 특성 ··················································546
나. 중도ㆍ중복장애학생의 교육과정 ·················································548
2. 중도ㆍ중복장애학생 교육과정 편성ㆍ운영의 기본 원칙 ···························549
가. 연령에 적합한 실용적 기능 강조 ···············································549
나. 통합된 교육환경 고려 ····························································550
다. 자료에 근거한 교육과정 구성 ···················································551
라. 증거기반 실제의 사용 ····························································551
3. 중도ㆍ중복장애학생 교육과정 편성ㆍ운영의 실제 ··································552
가. 중도ㆍ중복장애학생을 위한 교육과정 개발의 기준 ···························552
나. 기능적 교육과정 개발의 실제 ···················································554

찾아보기 ····················································································571
교육과정 관련 용어 ·······································································579