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통합교과의 이론과 실제

통합교과의 이론과 실제 (6회 대출)

자료유형
단행본
개인저자
김승호 박일수, 저
서명 / 저자사항
통합교과의 이론과 실제 / 김승호, 박일수
발행사항
파주 :   교육과학사,   2015  
형태사항
333 p. ; 24 cm
ISBN
9788925409351
서지주기
참고문헌(p. 325-329)과 색인수록
000 00000cam c2200205 c 4500
001 000045922644
005 20171208134643
007 ta
008 171207s2015 ggk b 001c kor
020 ▼a 9788925409351 ▼g 93370
035 ▼a (KERIS)BIB000013900794
040 ▼a 223009 ▼c 223009 ▼d 211009
082 0 4 ▼a 375 ▼2 23
085 ▼a 375 ▼2 DDCK
090 ▼a 375 ▼b 2015z3
100 1 ▼a 김승호
245 1 0 ▼a 통합교과의 이론과 실제 / ▼d 김승호, ▼e 박일수
246 1 1 ▼a Curriculum integration
260 ▼a 파주 : ▼b 교육과학사, ▼c 2015
300 ▼a 333 p. ; ▼c 24 cm
504 ▼a 참고문헌(p. 325-329)과 색인수록
700 1 ▼a 박일수, ▼e
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 375 2015z3 등록번호 111782439 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

통합교과는 지식을 다루거나 전수하는 맥락에서 필연적으로 수반될 수밖에 없는 근본적인 문제의식이다. 저자들은 'curriculum integration'의 번역으로서 '통합교육과정'이라는 말보다는 기왕이면 '통합교과'라는 용어를 선호한다. 통합교과는 통합교육과정, 교과 통합, 통합교과서, 통합적 교육프로그램, 교과의 통합적 운영 이전에 그것들 모두를 포괄하는 하나의 교육이념이다.

통합교과는 지식을 다루거나 전수하는 맥락에서 필연적으로 수반될 수밖에 없는 근본적인 문제의식이다. 이 때문에 동서고금을 막론하고 지식을 잘 가르치고자 하는 맥락에서는 늘 통합교과 문제의식은 부각되어 왔으며, 해방 이후 우리나라 초등학교 1, 2학년에서 줄곧 강조되어 온 통합교과서 또한 그러한 문제의식을 상징적으로 잘 보여주고 있다. 어쩌면 미국의 진보주의에서 시작된 통합교과 논의는 그들이 얼마나 엄청나게 중요한 문제의식을 건드렸는지 모르는 채 통합교과의 특정 가지에만 매달렸는지도 모른다.
저자들은 동일한 ‘curriculum integration’의 번역으로서 ‘통합교육과정’이라는 말보다는 기왕이면 ‘통합교과’라는 용어를 선호한다. 통합교육과정이라는 말은 현실에 구체적으로 존재하는 특정 교육과정이라는 뉘앙스를 강하게 풍기기 때문이다. 이 용어를 가지고서는 이상에서 설명한 거대한 통합교과 현상을 도저히 담아내기 어렵다. 또한 통합교육과정이라는 말은 이제까지 오염되어서 그런지 몰라도 교과의 현실적 운영이라든지 한낱 교육방법이라는 인상을 일반인들에게 줄 우려가 있다. 통합교과는 ‘통합교육과정’, ‘교과 통합’, ‘통합교과서’, ‘통합적 교육프로그램’, ‘교과의 통합적 운영’ 이전에 그것들 모두를 포괄하는 하나의 ‘교육이념’이다.


정보제공 : Aladin

저자소개

박일수(지은이)

경인교육대학교(학사) 한국교원대학교(석사, 박사) 현, 공주교육대학교 교수 <저서> 현장교사를 위한 토의수업의 이론과 실제(공저) 교육과정과 수업(공저)

김승호(지은이)

서울대학교 국어교육학과(학사) 서울대학교 대학원 교육학과(석사, 박사) 현 공주교육대학교 교육학과 교수 주요 저서: 통합교과 교육론(공저, 교육과학사, 1998) 스콜라주의 교육목적론(성경재, 2004) 초등학교교육의 이해(교육과학사, 2005) 여가란 무엇인가: 여가와 교육(교육과학사, 2015) 통합교과의 이론과 실제(공저, 교육과학사, 2015) 교육과정과 수업(공저, 창지사, 2019) 수업이란 무엇인가(학지사, 2019)

정보제공 : Aladin

목차

제1부 통합교과의 이론 
Ⅰ. 통합교과의 의미 ····················································································13 
1. 통합교과 개념의 혼란 ··············································································13 
2. 마음 밖의 통합과 마음 안의 통합 ·····························································20 
3. 통합교과와 교과교육론의 공통과제 ····························································36 

Ⅱ. 통합교과와 전인교육의 관계 ····································································43 
1. 전인교육에 대한 두 가지 접근방식 ····························································43 
2. 통합교과의 재개념화 ·················································································51 
3. 전인교육과 통합교과의 관계 ·····································································61 

Ⅲ. 통합교과의 역사 ··················································································65 
1. 서양의 통합교과 역사 ··············································································65 
2. 초등학교 통합교과의 변천 ·········································································67 
3. 초등학교 통합교과의 위치 ·········································································80 

Ⅳ. 통합교과의 이론적 근거 ··········································································87 
1. 통합교과의 존재론적 근거: 세계 ································································90 
2. 통합교과의 인식론적 근거: 마음 ································································94 
3. 통합교과의 가치론적 근거: 능력 ······························································102 

Ⅴ. 통합교과의 교수방법 ·············································································109 
1. 통합교과 교수방법의 존재 가능성 ····························································109 
2. 통합교과 교수 4단계 ··············································································111 
3. 통합교과 교수에 있어서 교사의 위치 ·······················································118 


제2부 통합교과의 실제 
Ⅰ. Ingram의 통합교과 유형 ·······································································129 
1. 구조적 접근방법: 양적 접근방법과 질적 접근방법 ······································131 
2. 기능적 접근방법: 내재적 접근방법과 외재적 접근방법 ································135 

Ⅱ. Jacobs의 통합교과 유형 ········································································139 
1. 학문 기초 설계 ·····················································································140 
2. 학문 병렬 설계 ·····················································································141 
3. 다학문적 설계: 보완적인 학문 단원 또는 과정 ···········································142 
4. 간학문적 단원 또는 과정 설계 ·································································142 
5. 통합의 날 설계 ····················································································143 
6. 완전 프로그램 설계 ················································································144 

Ⅲ. Fogarty의 통합교과 유형 ·······································································147 
1. 분절형 ·································································································150 
2. 연결형 ······························································································152 
3. 동심원형 ···························································································153 
4. 계열형 ·····························································································155 
5. 공유형 ·····························································································157 
6. 거미줄형 ··························································································158 
7. 실로꿴형 ························································································160 
8. 통합형 ·····························································································161 
9. 몰입형 ····························································································162 
10. 네트워크형 ···························································································164 

Ⅳ. Drake의 통합교과 유형 ·········································································167 
1. 다학문적 접근방법 ·················································································167 
2. 간학문적 접근방법 ·············································································171 
3. 초학문적/실생활 접근방법 ····································································173 
4. 세 가지 교육과정 통합의 접근방법의 비교 ···············································177 
5. 교수 전략 개발하기 ············································································180 

Ⅴ. 주제 중심 통합교과 유형 ····································································183 
1. 문제사태 중심의 통합 ·············································································183 
2. 일반 화제 중심의 통합 ···········································································184 
3. 교과내용 중심의 통합 ············································································186 
4. 핵심 개념과 원리 중심의 통합 ································································188 

Ⅵ. 백워드 교육과정 모형과 통합교과의 관련 ·················································193 
1. 백워드 교육과정 모형의 개요 ··································································193 
2. 백워드 교육과정 모형의 특징 ···································································194 
3. 백워드 교육과정 모형의 절차 ···································································197 
4. 백워드 교육과정 모형의 교육과정 통합의 실제 ··········································202 

Ⅶ. KDB 교육과정 모형과 통합교과의 관련 ··················································209 
1. KDB 교육과정 모형의 개요 ·····································································209 
2. 간학문적 통합을 위한 KDB 교육과정 모형의 단계 ····································212 
3. KDB 교육과정 모형에 기초한 간학문적 교육과정 통합 설계 과정 ················216 
4. 간학문적 통합 단원: 우리가 함께 꿈꾸는 세상 ··········································230 

Ⅷ. 창의융복합 인재양성교육(STEAM)과 통합교과의 관련 ······························243 
1. STEAM의 개요 ·····················································································243 
2. 융합인재교육(STEAM)의 활동 준거 ·························································246 
3. STEAM 수업의 절차 및 유형 ·································································247 
4. STEAM 교육의 세부 요소 및 평가 척도 ···················································249 
5. STEAM 융합 교육과정 개발 절차 ···························································251 
6. STEAM 단원 개발 사례 ··········································································252 


제3부 2009 개정 초등학교 통합교과의 이해 
Ⅰ. 2009 개정 초등학교 통합교과 ·······························································269 
1. 2009 개정 초등학교 통합교과의 특성 ······················································269 
2. 2009 개정 초등학교 통합교과의 교수ㆍ학습 ·············································273 
3. 2009 개정 초등학교 통합교과 교육과정의 평가 ··········································281 

Ⅱ. 2009 개정 바른 생활과 교육과정 ···························································283 
1. ‘바른 생활’과의 성격 ··············································································283 
2. ‘바른 생활’과의 목표 ···············································································283 
3. ‘바른 생활’과의 주제별 성취 기준 및 평가 지침 ········································285 
4. ‘바른 생활’과의 교수-학습 ······································································289 

Ⅲ. 2009 개정 슬기로운 생활과 교육과정 ·····················································297 
1. ‘슬기로운 생활’과의 성격 ·········································································297 
2. ‘슬기로운 생활’과의 목표 ·········································································297 
3. ‘슬기로운 생활’과의 주제별 성취 기준 및 평가 지침 ···································299 
4. ‘슬기로운 생활’과의 교수ㆍ학습 ·······························································303 

Ⅳ. 2009 개정 즐거운 생활과 교육과정 ························································311 
1. ‘즐거운 생활’과의 성격 ···········································································311 
2. ‘즐거운 생활’과의 교육 목표 ··································································311 
3. ‘즐거운 생활’과의 주제별 성취 기준 및 평가 지침 ·····································313 
4. ‘즐거운 생활’과의 교수ㆍ학습 ··································································317 

참고문헌 ···································································································325 
찾아보기 ···································································································330

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