2022 교육과정에 따른 초등국어과교육의 이해

머리말 _ 3

제Ⅰ부 ∙ 초등국어과의 이해

제1장❙국어과 성격 13
01 _ 국어과 교육의 성격 13
가. 국어과 교육의 필요성 ······················································································13
나. 국어교육과 국어과 교육 ···················································································14
02 _ 국어과 교육의 특성 16
가. 국어과 교육의 세 측면 ····················································································16
나. 국어과 교육의 특성 ·························································································22
03 _ 국어과 교육의 탐구 범주와 과제 27
가. 인간 요인 ·······································································································28
나. 언어 요인 ·······································································································29
다. 활동(사용) 요인 ······························································································30
라. 교육 요인 ·······································································································30
04 _ 외국에서의 자국어 교육 31

제2장❙국어과 교육과정 35
01 _ 국어과 교육과정의 개념과 실행 과정 35
가. 관련 개념의 점검 ····························································································35
나. 교육과정의 실행 과정 ······················································································37
02 _ 국어과 교육과정의 역사적 이해 39
가. 변천의 개관 ····································································································39
나. 구성 관점의 변화 ····························································································42
03 _ 2022 교육과정의 개정 배경과 개정 중점 46
가. 개정 배경 ·······································································································46
나. 개정의 중점 ···································································································48
04 _ 2022 교육과정의 문서 체제와 주요 내용 50
가. 성격과 목표 ····································································································52
나. 내용 체계와 성취기준 ······················································································54
다. 교수ㆍ학습 및 평가 ·························································································60

제3장❙국어과 교재 65
01 _ 국어과 교재의 개념과 위상 65
02 _ 국어과 교재의 기능과 개발 방향 66
03 _ 2022 국어과 교육과정에 따른 교과서의 특징 70
04 _ 2022 교육과정에 따른 국어 교과서의 체제 73
가. 국어 교과서의 외형 체제 ·················································································73
나. 2022 국어 교과서의 단원 구성 체제 ·································································74
05 _ 2022 국어 교과용 도서의 활용 방안 78
가. 교과서 활용의 원칙 ·························································································78
나. 국어 교과서 활용 방안 ····················································································80
다. 국어 활동 교과서 활용 방안 ·············································································81
라. 국어 교사용 지도서 활용 방안 ··········································································83

제4장❙국어과 교수학습 87
01 _ 국어과 수업 관련 주요 개념 87
가. 학습자를 보는 관점 ·························································································87
나. 개념의 층위 ····································································································88
다. 교육과 수업, 교수와 학습의 관계 ······································································89
라. 좋은 국어 수업 ·······························································································91
마. 국어 수업의 주요 변인 ····················································································95
바. 국어과 교수ㆍ학습 방법 ···················································································97
02 _ 국어과 교수ㆍ학습 모형 98
가. 직접 교수 모형 ·······························································································99
나. 문제 해결 학습 모형 ······················································································101
다. 창의성 계발 학습 모형 ···················································································103
라. 지식 탐구 학습 모형 ······················································································105
마. 반응 중심 학습 모형 ······················································································106
바. 역할 수행 학습 모형 ······················································································108
사. 가치 탐구 학습 모형 ······················································································110
아. 전문가 협동 학습 모형 ···················································································112
자. 토의ㆍ토론 학습 모형 ···················································································114
03 _ 2022 교육과정에 나타난 교수ㆍ학습 방향 116

제5장❙국어과 평가 125
01 _ 평가의 개념과 유형 125
가. 측정과 평가 ··································································································125
나. 국어과 평가의 방향 ·······················································································130
02 _ 국어과 평가의 방법 133
가. 평가의 기본 전제 ··························································································133
나. 평가 문항 제작의 일반적 절차 ········································································134
다. 지필평가의 문항 유형과 제작 ··········································································136
라. 수행평가의 제작 ····························································································140

제Ⅱ부 ∙ 분야별 교육 내용과 방법

제6장❙화법과 화법교육 145
01 _ 화법의 본질과 과정 145
가. 화법, 혹은 듣기ㆍ말하기의 본질 ······································································145
나. 듣기ㆍ말하기의 개념과 특징 ···········································································146
다. 듣기ㆍ말하기의 과정 ······················································································148
라. 듣기ㆍ말하기의 구성 요소 ··············································································151
02 _ 듣기ㆍ말하기 영역의 내용 체계 및 성취 기준 157
가. 듣기ㆍ말하기 영역의 내용 체계와 성취기준 ······················································157
나. 듣기ㆍ말하기 영역의 내용에 대한 이해 ····························································162
03 _ 듣기ㆍ말하기의 지도 방법 171
가. 듣기ㆍ말하기 지도의 원리 ··············································································172
나. 듣기ㆍ말하기 지도의 모형 ··············································································173
04 _ 듣기ㆍ말하기 평가 175
가. 평가의 방향 ··································································································175
나. 평가의 방법 ··································································································176

제7장❙읽기와 읽기교육 179
01 _ 읽기의 개념과 과정 179
가. 관련 개념의 구분 ··························································································179
나. 읽기의 과정 모형 ··························································································181
02 _ 읽기 교육의 내용 189
가. 읽기 교육 내용의 개관 ···················································································190
나. 2015 교육과정의 읽기 교육 내용 ····································································193
다. 2022 교육과정의 읽기 교육 내용 ····································································200
03 _ 읽기 지도의 원리와 강조점 218
가. 읽기 지도의 일반 원리 ···················································································219
나. 2022 교육과정에서 강조한 점 ········································································225
04 _ 읽기 평가의 방법과 강조점 225
가. 읽기 평가의 방법 ··························································································226
나. 2022 교육과정에서 강조한 점 ········································································229

제8장❙쓰기와 쓰기교육 233
01 _ 쓰기 교육의 본질 233
가. 쓰기 교육의 개념과 목표 ················································································233
나. 쓰기 본질의 연구 동향 ···················································································235
02 _ 쓰기 교육의 내용 238
가. 쓰기 교육과정 ·······························································································238
03 _ 쓰기 교육의 지도 원리 243
가. 다양한 쓰기 교육의 방법 ·············································································· 243
나. 쓰기 과정별 쓰기 교육의 내용 ········································································245
04 _ 쓰기 평가 258
가. 쓰기 과제의 제시 ··························································································259
나. 쓰기 평가의 방법 ··························································································259

제9장❙문법과 문법교육 265
01 _ 문법 교육의 개념과 교육과정 265
가. 문법 교육의 개념 ··························································································265
나. 문법 교육의 목표 ··························································································267
다. 문법 영역의 교육과정 ····················································································268
02 _ 문법 교육의 내용 이해 275
가. 문자 교육 ·····································································································275
나. 발음 교육 ·····································································································277
다. 어휘 교육 ·····································································································282
라. 문장 교육 ·····································································································287
03 _ 문법 교육의 지도 방법 291
04 _ 문법 영역의 평가 293

제10장❙문학과 문학교육 299
01 _ 문학 교육의 필요성 299
가. 문학의 특성과 교육적 가치 ·············································································299
나. 국어과 교육과 문학 교육 ················································································301
02 _ 문학 교육의 목표 303
가. 문학 교육의 목표 ························································································303
나. 문학 능력과 내용 체계 ··················································································304
03 _ 문학 교육의 내용 307
가. 문학 영역의 학년(군)별 성취기준 ····································································307
나. 내용 구성 요소로서 문학의 갈래에 대한 이해 ···················································314
04 _ 수용과 생산 활동을 위한 문학교육 방법 323
가. 문학 수업에서 학습자의 표현 형식 ··································································325
나. 활동 중심 문학 수업 아이디어 ········································································327
05 _ 문학 영역의 평가 330
가. 문학교육에서 평가의 목표 ··············································································330
나. 문학교육에서 평가의 내용 ··············································································331
다. 문학교육에서 평가의 방법 ··············································································332

제11장❙매체와 매체교육 339
01 _ 매체 교육의 필요성 339
가. 과학 기술의 발달과 의사소통 환경의 변화 ························································340
나. 단일양식에서 복합양식으로의 확장 ··································································341
02 _ 매체 교육의 내용 344
가. 매체 교육과정 ·······························································································344
03 _ 확장된 문식성 개념에 대한 교사의 이해와 지도 방향 347
04 _ 매체 평가 352

제12장❙기초문식성의 이해와 지도 357
01 _ 기초문식성의 개념과 필요성 357
가. 기초문식성 교육의 필요성 ··············································································357
나. 관련 용어와 개념의 비교 ················································································358
02 _ 관련 내용 체계와 성취기준 360
가. 기초문식성 관련 영역과 성취기준의 분석 ·························································361
나. 기초문식성 교육 내용의 이해 ··········································································367
03 _ 기초문식성의 지도 방법과 프로그램 373
가. 지도 방법 ····································································································374
나. 기초문식성 지도 프로그램 ··············································································377
다. 기초문식성 진단 프로그램 ··············································································378
04 _ 기초문식성 교육의 쟁점과 해결 방향 379
가. 용어와 교육 시기의 문제 ················································································380
나. 교육 내용의 구체화 문제 ················································································382

제13장❙아동문학의 이해와 지도 387
01 _ 국어과 교육에서 아동문학의 위상 387
02 _ 아동문학의 가치와 특질 388
03 _ 아동문학의 장르별 특성과 구성 요소 391
가. 동시의 특성과 구성 요소 ················································································391
나. 동화의 특성과 구성 요소 ················································································396
다. 아동극의 특성과 구성 요소 ·············································································400
라. 그림동화의 이해 ····························································································405

부록❙연습문제 정답 및 예시 교육과정 운영표 425
01 _ 연습 문제(확인 문제) 정답 427
02 _ 예시 교육과정 운영표 428