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4차 산업혁명시대 인성교육 교육과정의 이론과 실제

4차 산업혁명시대 인성교육 교육과정의 이론과 실제 (4회 대출)

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4차 산업혁명시대 인성교육 교육과정의 이론과 실제 / 신재한
발행사항
파주 :   교육과학사,   2019  
형태사항
294 p. : 삽화 ; 26 cm
ISBN
9788925413648
서지주기
참고문헌과 색인수록
000 00000cam c2200205 c 4500
001 000045991489
005 20190724173300
007 ta
008 190723s2019 ggka b 001c kor
020 ▼a 9788925413648 ▼g 93370
035 ▼a (KERIS)BIB000015103430
040 ▼a 244009 ▼c 244009 ▼d 211009
082 0 4 ▼a 370.114 ▼2 23
085 ▼a 370.114 ▼2 DDCK
090 ▼a 370.114 ▼b 2019z3
100 1 ▼a 신재한 ▼0 AUTH(211009)61549
245 1 0 ▼a 4차 산업혁명시대 인성교육 교육과정의 이론과 실제 / ▼d 신재한
260 ▼a 파주 : ▼b 교육과학사, ▼c 2019
300 ▼a 294 p. : ▼b 삽화 ; ▼c 26 cm
504 ▼a 참고문헌과 색인수록
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 370.114 2019z3 등록번호 111812835 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

책소개

교육과정 운영은 개발된 교육과정을 학교와 교실에서 실천하는 과정으로서, 계획된 교육과정의 목적을 달성하기 위해 학교에서 교사가 실제로 수업을 전개하는 활동이다. 따라서, 인성교육 교육과정을 개발하고 운영하기 위해서는 인성교육의 기초 이론과 실제 사례를 병행할 필요가 있다.

교육과정은 교육에 있어 일정한 순서로 배열된 학습, 학습 내용 및 경험 내용을 가리키는 것으로 학습자의 학습과 경험하는 내용의 학습 경험 그 자체를 의미한다. 특히, 교육과정 개발은 교육과정을 구성하는 데 있어서 과정 및 절차가 어떻게 진행되어야 하는가를 결정하는 과정과 관련되어 있기 때문에, 누가 교육과정 구성에 참여하게 될 것이고 교육과정 구성에 어떤 절차가 사용될 것인가에 많은 관심을 가지고 있다. 특히, 교육과정 운영은 개발된 교육과정을 학교와 교실에서 실천하는 과정으로서, 계획된 교육과정의 목적을 달성하기 위해 학교에서 교사가 실제로 수업을 전개하는 활동이다. 따라서, 인성교육 교육과정을 개발하고 운영하기 위해서는 인성교육의 기초 이론과 실제 사례를 병행할 필요가 있다.


정보제공 : Aladin

저자소개

신재한(지은이)

국제뇌교육종합대학원대학교 뇌교육학과 학과장 경북대학교 교육학 박사(교육공학) 한국교육개발원 연구위원 한국교육과정평가원 교수학습센터 운영위원 인성교육연구원 원장 교육부 연구사 논문 ∙뇌과학적 고찰을 통한 뇌교육 기반 인성교육 방향 탐색 ∙뇌교육 기반 인성놀이 프로그램이 초등학생의 인성지수에 미치는 효과 ∙뇌교육 기반 인성계발 통합프로그램이 아동의 자아존중감 및 사회성에 미치는 영향 ∙뇌교육 기반 인성교육과정이 청소년의 인성지수에 미치는 영향 ∙에너지집중력 스톤을 활용한 자석놀이가 초등학생의 집중력과 두뇌활용능력에 미치는 영향 ∙테니스 운동 경력자와 비경력자의 뇌파와 두뇌활용능력의 차이 분석 ∙두뇌활용능력의 이론 및 원리 탐색 학술연구 ∙인성교육 평가 모형 및 지표 개발 연구 ∙2015개정 교육과정 및 교과서 개발 연구 ∙학교폭력 예방을 위한 학교장 연수프로그램-개발 연구 ∙진로캠프 프로그램 개발 연구 ∙집중력 향상 프로그램 개발 연구 저서 ∙인성교육의 이론과 실제 ∙뇌기반 자기주도학습의 이론과 실제 ∙교육 프로그램 개발의 이론과 실제 ∙창의인성교육을 위한 수업 설계 전략 ∙융합교육의 이론과 실제 ∙자유학기제의 이론과 실제 ∙구조중심 협동학습 전략 ∙수업컨설팅의 이론과 실제

정보제공 : Aladin

목차

머리말 / 3 

제1부 인성교육 교육과정의 이해 

제1장 교육과정의 개념 ·····································································13 
1. 교육과정의 개념 ···································································13 
2. 교육과정의 구성요소 ·······························································18 
3. 교육과정의 성격 ···································································20 
4. 교육과정과 유사한 용어 ···························································21 
제2장 교육과정의 기초 ·····································································25 
1. 교육과정의 역사적 기초 ···························································25 
2. 교육과정의 철학적 기초 ···························································29 
3. 교육과정의 심리적 기초 ···························································32 
제3장 교육과정의 유형 ·····································································39 
1. 교육과정 구성 방식에 따른 유형 ·················································39 
2. Goodlad의 교육과정 유형 ························································50 
3. Glatthorn 등의 교육과정 유형 ···················································51 
4. Cuban의 교육과정 유형 ··························································52 
5. Eisner의 교육과정 유형 ··························································53 
6. 기타 학자들의 교육과정 유형 ·····················································53 

제2부 인성교육 교육과정의 개발 

제1장 교육과정의 개발 ·····································································59 
1. 교육과정 개발의 개념 ·····························································59 
2. 교육과정 개발의 참여자 ···························································61 
3. 교육과정 개발의 원리 ·····························································61 
4. 교육과정 개발의 유형 ·····························································62 
5. 교육과정 개발의 모형 ·····························································63 
제2장 교육과정의 목표 설정 ·······························································79 
1. 교육목표와 수업목표의 개념 ······················································79 
2. 교육목적과 수업목표의 설정 ······················································83 
3. 수업목표의 분류와 기능 ···························································85 
4. 수업목표의 진술 ···································································86 
5. 신교육목표 분류 ···································································90 
6. Eisner의 수업목표 분류 ··························································94 
제3장 교육과정의 교육내용 선정 ··························································97 
1. 교육내용의 개념 ···································································97 
2. 교육내용의 선정 기준 ·····························································98 
3. 교육내용의 선정 원리 ·····························································99 
4. 교육내용의 선정 방법 ····························································101 
제4장 교육과정의 교육내용 조직 ························································105 
1. 스코프(scope)와 시퀀스(sequence)의 개념 ···································105 
2. 교육내용의 조직 원리 ····························································105 
3. 교육내용의 조직 방법 ····························································106 

제3부 인성교육 교육과정의 운영 및 평가 

제1장 교육과정의 운영 ····································································111 
1. 교육과정 운영의 개념 ····························································111 
2. 교육과정 운영의 원리 ····························································112 
3. 교육과정 운영의 실제 ····························································113 
제2장 교육과정의 평가 ····································································117 
1. 교육과정 평가의 개념 ····························································117 
2. 교육과정 평가의 과정 ····························································119 
3. 교육과정 평가의 모형 ····························································120 
4. 학교 교육과정의 평가 ····························································124 
제3장 과정 중심 학생 성장 평가 ························································127 
1. 평가 패러다임의 변화 ····························································127 
2. 과정 중심 학생 성장 평가 방향 ·················································128 
3. 과정 중심 학생 성장 평가 특징 ·················································130 
4. 과정 중심 학생 성장 평가 방법 ·················································132 
5. 과정 중심 학생 성장 평가 단계 ·················································135 

제4부 인성교육 교육과정의 실제 

제1장 교육과정 재구성 ····································································153 
1. 교육과정 재구성의 필요성 ·······················································153 
2. 교육과정 재구성의 원리 ··························································154 
3. 교육과정 재구성의 유형 ··························································155 
제2장 통합 교육과정 ·······································································159 
1. 통합 교육과정의 개념 ····························································159 
2. 통합 교육과정의 기능 ····························································161 
3. 통합 교육과정의 장ㆍ단점 ·······················································164 
4. 통합 교육과정의 내용조직 유형 ·················································165 
5. 통합 교육과정의 유형 ····························································170 
제3장 보편적 설계 ·········································································183 
1. 보편적 수업 설계의 개념 ························································183 
2. 보편적 수업 설계의 배경 ························································185 
3. 보편적 설계의 원리 및 지침 ·····················································187 
4. 보편적 설계의 원리에 적합한 교수 방법 ·······································190 
5. e-러닝에서 적용 가능한 보편적 설계 원리 ····································194 
6. 디지털 교과서에서 적용 가능한 보편적 설계 원리 ·····························197 
제4장 융합 교육과정의 설계 ······························································201 
1. 융합교육의 개념 ··································································201 
2. 융합교육의 설계 방법 ····························································202 
3. 융합교육의 설계 모형 ····························································206 
4. 융합교육 교육과정의 유형 ·······················································207 
5. 융합교육 교육과정의 단계 ·······················································210 
6. STEAM 융합교육의 융합적 발문 ···············································211 
7. STEAM 융합교육의 평가 ························································214 
제5장 자유학기제 교육과정 ·······························································219 
1. 자유학기제 운영 방안 ····························································219 
2. 공통과정(기본교과) ·······························································220 
3. 자율과정 ··········································································224 
제6장 핵심 역량 기반 교육과정 ·························································233 
1. 핵심역량의 개념 및 유형 ························································233 
2. 미래 학교 교육과정에 필요한 핵심역량 ·········································236 
3. 초ㆍ중등교육에서 강조해야 할 핵심역량 ········································237 
4. 직업세계에서 요구되는 핵심역량 ················································243 

제5부 인성교육 교육과정의 운영 사례 

제1장 유치원 인성교육 교육과정 ························································249 
1. 3남매 똘똘 하늘빛 사랑해요 ····················································249 
2. 책읽어주기 인성프로그램 ·························································252 
제2장 초등학교 인성교육 교육과정 ······················································255 
1. 콩깍지 가족 사랑으로 하나 된 우리 ············································255 
2. 독서체험을 통해 소통하는 감성력 가꾸기 ······································261 
3. 글로벌 인성교육 프로젝트 ·······················································264 
제3장 중고등학교 인성교육 교육과정 ···················································267 
1. 프로젝트형 인성교육 ·····························································267 
2. 클로버 글벗 가꾸기 독서 프로그램 ·············································269 
제4장 대학교 인성교육 교육과정 ························································275 
1. 도덕성 함양을 위한 덕성훈련 프로그램 ·········································275 
2. 고전을 통한 민주시민교육 양성 ·················································277 
제5장 군대 및 가족 인성교육 교육과정 ················································281 
1. 군대 인성교육 교육과정 ··························································281 
2. 가족 인성교육 교육과정 ··························································287 

찾아보기 ··············································································295

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