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(예비·현직 교사를 위한) 교육과정과 교육평가 / 제5판

(예비·현직 교사를 위한) 교육과정과 교육평가 / 제5판 (5회 대출)

자료유형
단행본
개인저자
김재춘, 저 부재율, 저 소경희, 저 양길석, 저
서명 / 저자사항
(예비·현직 교사를 위한) 교육과정과 교육평가 / 김재춘 [외]
판사항
제5판
발행사항
파주 :   교육과학사,   2017  
형태사항
447 p. : 도표 ; 25 cm
ISBN
9788925411958
일반주기
공저자: 부재율, 소경희, 양길석  
서지주기
참고문헌과 색인수록
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008 210326s2017 ggkd 001c kor
020 ▼a 9788925411958 ▼g 93370
035 ▼a (KERIS)BIB000015682542
040 ▼a 224011 ▼c 224011 ▼d 211009
082 0 4 ▼a 375 ▼2 23
085 ▼a 375 ▼2 DDCK
090 ▼a 375 ▼b 2017z9
245 2 0 ▼a (예비·현직 교사를 위한) 교육과정과 교육평가 / ▼d 김재춘 [외]
250 ▼a 제5판
260 ▼a 파주 : ▼b 교육과학사, ▼c 2017
300 ▼a 447 p. : ▼b 도표 ; ▼c 25 cm
500 ▼a 공저자: 부재율, 소경희, 양길석
504 ▼a 참고문헌과 색인수록
700 1 ▼a 김재춘, ▼e
700 1 ▼a 부재율, ▼e
700 1 ▼a 소경희, ▼e
700 1 ▼a 양길석, ▼e
945 ▼a KLPA

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 375 2017z9 등록번호 111846232 도서상태 대출중 반납예정일 2022-03-31 예약 예약가능 R 서비스 M

컨텐츠정보

책소개

제5판은 교육과정 부문에서는 ‘2015 개정 교육과정’에 대한 부분이 추가되었다. 그리고 교육평가에서는 ‘과정 중심 평가’와 ‘성취평가제’가 추가되었다. 그리고 내용이 지나치게 어렵거나 보충 설명이 필요한 부분에 대해서는 이해를 돕는 내용을 첨가하였다. 이 외에도 이전에 미진한 부분에 대해 많은 보완과 수정이 있었다.


정보제공 : Aladin

저자소개

김재춘(지은이)

현) 영남대학교 사범대학 교육학과 교수 영남대학교 교육부총장 <학력> 서울대학교 사범대학 교육학과 졸업 서울대학교 대학원 교육학과 졸업(교육과정 전공 석사) 미국 UCLA 대학원 교육학과 졸업(교육과정 전공 박사) <경력> 한국교육개발원 연구원 한국교육과정평가원 책임연구원 세계교과서학회(IARTEM) 아시아 대표이사 OECD 교육분야(CERI) 운영 이사 유네스코한국위원회 교육분과위원장 대통령비서실(청와대) 교육비서관 교육부 차관 한국교육개발원 원장

부재율(지은이)

<교육평가 전문가>입니다. 1998년부터 2001년까지 한국교육과정평가원에 근무하면서 대학수학능력시험, 학업 성취도평가, 학습부진아 업무 등에 참여했습니다. 2001년부터 전주교육대학교에서 예비교사들에게 현장에서 활용할 수 있는 교육 평가를 가르치고 있습니다. 또한, 전주교육대학교 교육대학원에서 수업과 연계되는 교육평가를 가르치고 있습니다. 무엇보다 교육평가 이론과 교실에서의 실천 간극을 줄이기 위해 고민하고 있습니다. 『초등교실을 위한 교육평가』, 『컴퓨터활용검사』, 『예비·현직 교사를 위한 교육과정과 교육평가(공저)』, 『효과적인 교수법(공역)』을 집필하였습니다. 그 밖에 <수행평가> <컴퓨터 기반 평가> <검사 동등화> <검사개발 및 문항분석> <과정중심평가> 등 다양한 주제의 연구와 강의를 하고 있습니다.

소경희(지은이)

이화여자대학교 사범대학 교육학과 졸업 이화여자대학교 대학원 교육학과, 교육과정 전공(문학석사) 이화여자대학교 대학원 교육학과, 교육과정 전공(문학박사) 미국 University of Pittsburgh, University of Wisconsin 객원 연구원 한국교육개발원 박사후과정 한국교육과정평가원 연구원 서울대학교 사범대학 교육학과 교수(현) -저서 및 논문 교육과정의 이해(교육과학사, 2017) 비교교육학: 접근과 방법(공역, 교육과학사, 2017) 미래교육, 교사가 디자인하다(공저, 교육과학사, 2016) 등 다수 -연구보고서 주요국의 핵심역량 중심 교육과정 운영 실태 조사 연구 등 다수 -박사학위 논문 현대교육과정이론에 나타난 지식관의 문제(1996) E-Mail Address: sohee@snu.ac.kr

양길석(지은이)

고려대학교 사범대학 교육학과 졸업 고려대학교 대학원 교육학과, 교육평가 전공(문학석사) 고려대학교 대학원 교육학과, 교육평가 전공(교육학박사) 미국 University of California at Los Angeles(CRESST 연구소) 객원연구원 한국교육과정평가원 선임연구위원 가톨릭대학교 교수(현) -저서 및 논문 교육평가 -이해와 적용- (공저, 교육과학사, 2007) 노명완-한우리 독서종합검사(한우리, 2008) 2008학년도 대학수학능력시험 점수체제(9등급제)에 대한 비판적 고찰 외 25개 -연구보고서 국가수준 학업성취도 평가 연구 외 40여 권 -박사학위 논문 준거지향평가의 기준 설정 방법 비교 -수행평가 논술형을 중심으로- (2000) E-Mail Address: ksyang@catholic.ac.kr

정보제공 : Aladin

목차

머리말 / 3

제1장 교육과정 영역 개관 ·························································13
1. 전통적인 의미의 교육과정 영역 ···············································15
2. 교육과정 개념의 다의성과 관점의 다양성 ·····································18
가. 교육과정 개념의 다의성 ·····················································18
나. 교육과정 관점의 다양성 ·····················································25
3. 교육과정의 역사 개관 ··························································28
가. 교육과정 개발 패러다임 ·····················································29
나. 교육과정 이해 패러다임 ·····················································31
4. 교육과정의 항구적인 쟁점들 ···················································34
가. 학생 대 교과 ································································35
나. 내재적 가치 대 실용적 가치 ················································36
다. 현상 유지 대 사회 변혁 ·····················································38
라. 교육과정 개발 대 교육과정 이해 ············································39

제2장 우리나라 교육과정의 역사적 변천·········································41
1. 해방 전 교육과정 ·······························································42
2. 해방 직후 교육과정~제5차 교육과정 ··········································44
가. 해방 직후 과도기 및 교수요목기 ············································44
나. 제1차 교육과정 ·····························································46
다. 제2차 교육과정 ·····························································48
라. 제3차 교육과정 ·····························································50
마. 제4차 교육과정 ·····························································51
바. 제5차 교육과정 ·····························································53
3. 제6차 교육과정 ·································································55
가. 초등학교 교육과정 ··························································56
나. 중학교 교육과정 ·····························································59
다. 고등학교 교육과정 ··························································60
4. 제7차 교육과정 ·································································62
가. 국민 공통 기본 교육과정 ····················································63
나. 수준별 교육과정 ·····························································65
다. 재량활동 ····································································67
라. 고교 2-3학년의 선택중심 교육과정 ·········································68
5. 2007 개정 교육과정 ···························································71
가. 국민 공통 기본 교육과정의 개선 ············································73
나. 선택중심 교육과정의 개선 ···················································75
6. 2009 개정 교육과정 ···························································77
가. 주요 특징 ···································································78
나. 초등학교 개정 내용 ·························································80
다. 중학교 개정 내용 ···························································82
라. 고등학교 개정 내용 ·························································83
7. 2015 개정 교육과정 ···························································90
가. 초등학교 교육과정 ··························································91
나. 중학교 교육과정 ·····························································93
다. 고등학교 교육과정 ··························································94

제3장 교과 활동(Ⅰ)지식과 교육··············································101
1. 지식 중심 교육의 역사 개관 ··················································102
2. 지식 중심 교육과정 이론 ·····················································107
가. 정신 도야론 ································································108
나. 교과의 구조론 ······························································112
다. 지식의 형식론 ······························································123

제4장 교과 활동(Ⅱ)경험과 교육··············································131
1. 경험 중심 교육의 역사 개관 ··················································132
가. 진보주의 교육 운동의 기원 ················································132
나. 진보주의 교육학회의 창립 ·················································133
다. 킬패트릭의 프로젝트 학습법 ···············································134
라. 생활 적응 교육의 등장 ·····················································136
2. 경험 중심 교육과정의 주요 특징 ·············································138
3. 듀이의 경험과 교육과정 ······················································140
가. 듀이의 경험과 교육 ························································141
나. 교육자의 교과와 학습자의 교과 ············································143
다. 경험의 성장을 위한 교과 발달의 세 단계 ··································147

제5장 교과 활동(Ⅲ)사회변혁과 교육········································153
1. 사회 재건·변혁을 위한 교육의 역사 개관 ··································153
2. 교육과정사회학의 전개와 재생산 이론 ·······································156
가. 경제적 재생산 이론 ························································157
나. 문화적 재생산 이론 ························································159
3. 학교교육과정에 대한 이데올로기 비판 및 생산이론 ·························161
가. 애플의 이데올로기 비판과 헤게모니 분석 ··································162
나. 프레이리의 문제제기식 교육 ···············································164

제6장 잠재적 교육과정···························································171
1. 잠재적 교육과정 논의Ⅰ보수적 관점 ·······································173
가. 잭슨의 잠재적 교육과정 논의 ··············································174
나. 드리븐의 잠재적 교육과정 논의 ············································176
다. 김종서의 잠재적 교육과정 논의 ············································177
2. 잠재적 교육과정 논의Ⅱ급진적 관점 ·······································179
가. 일리치의 잠재적 교육과정 논의 ············································180
나. 보울즈와 긴티스의 잠재적 교육과정 논의 ··································182
다. 애플과 지루의 잠재적 교육과정 논의 ······································184
3. 잠재적 교육과정 관련 쟁점 및 공과 분석 ····································186
가. 잠재적 교육과정 관련 쟁점 ················································187
나. 잠재적 교육과정의 공헌 ····················································190

제7장 교육과정 개발 및 설계····················································195
1. 교육과정 개발의 일반 원리 ···················································196
가. 교육과정 개발의 유형 ······················································196
나. 교육과정 개발 모형 ························································200
2. 교육과정 설계의 일반 원리 ···················································211
가. 교육 목표의 설정 ··························································212
나. 교육 내용의 선정과 조직 ··················································215
3. 교육과정 개발 및 설계의 실제 ···············································218
가. 국가 및 지역 수준의 교육과정 개발 ·······································219
나. 학교 수준의 교육과정 개발 및 설계 ·······································222

제8장 교육평가의 개관···························································229
1. 교육평가의 개념 ·······························································230
가. 평가 ········································································230
나. 교육평가 ···································································232
2. 교육평가의 역사 ·······························································234
가. 미국 교육평가의 역사 ······················································235
나. 한국 교육평가의 역사 ······················································238
3. 교육평가의 절차 ·······························································241
가. 평가의 목적 확인 ··························································241
나. 평가영역과 내용의 선정 ····················································242
다. 평가방법의 결정 ···························································243
라. 평가도구의 선정 및 개발 ··················································244
마. 평가시행을 위한 계획 수립 ················································244
바. 평가환경의 구축 ···························································246
사. 자료의 수집 ································································247
아. 자료의 분석 ································································247
자. 평가결과의 해석 ···························································248
차. 평가결과의 보고 ···························································249
카. 평가결과의 활용 ···························································250
타. 메타평가 ···································································250

제9장 교육평가의 유형···························································255
1. 평가기능에 따른 유형 구분 ···················································255
2. 평가기준에 따른 유형 구분 ···················································257
3. 평가대상에 따른 유형 구분 ···················································259
4. 평가영역에 따른 유형 구분 ···················································260
5. 성취목표 수준에 따른 유형 구분 ·············································261
6. 평가방법에 따른 유형 구분 ···················································262
7. 시간 제한 여부에 따른 유형 구분 ············································264

제10장 지필평가, 수행평가, 컴퓨터 기반 평가···································269
1. 지필평가 ·······································································269
가. 진위형, 선다형, 연결형, 완성형 및 단답형 문항 ···························270
나. 서술형, 논술형 문항 ·······················································274
2. 수행평가 ·······································································276
가. 수행평가의 개념 ···························································277
나. 수행평가의 장점 ···························································278
다. 수행평가의 단점 ···························································280
라. 평가방법 ···································································281
3. 컴퓨터 기반 평가 ·····························································284
가. 컴퓨터 보조검사 ···························································285
나. 컴퓨터이용 검사 ···························································287
다. 컴퓨터이용 개별적응검사 ···················································292

제11장 과정 중심 평가, 성취평가제··············································305
1. 과정 중심 평가 ································································306
가. 과정 중심 평가의 개념 ·····················································306
나. 과정 중심 평가의 실행 ·····················································309
2. 성취평가제 ····································································316
가. 성취평가제의 의미 ·························································317
나. 성취평가제의 운영 ·························································323

제12장 검사 개발 및 문항 제작 ··················································333
1. 검사 개발 ·····································································334
가. 검사의 목적 분명히 하기 ··················································334
나. 무엇을 검사할지 명확히 하기 ··············································335
다. 이원목적분류표 개발 ·······················································336
라. 실제 문항의 개발 및 검사지 개발 ··········································339
2. 문항 제작자의 요건 ···························································343
3. 문항의 요건 ···································································346
4. 선택형 문항 제작의 원리 ·····················································348
가. 진위형 문항 제작의 원리 ··················································349
나. 연결형 문항 제작의 원리 ··················································353
다. 선다형 문항 제작의 원리 ··················································356
5. 서답형 문항 제작의 원리 ·····················································365
가. 단답형 문항 제작의 원리 ··················································365
나. 서술형ㆍ논술형 문항 제작의 원리 ··········································367

제13장 평가도구(검사)의 양호도··················································375
1. 평가도구의 사용 목적과 양호도 ··············································376
2. 검사 점수의 신뢰도 ···························································377
가. 신뢰도 추정하기 ···························································379
나. 신뢰도 계수(알파 계수)에 영향을 주는 요인 ·······························383
다. 신뢰도 계수 해석 ··························································386
3. 검사 점수의 객관도: 준거지향검사 결과의 일관성 ···························387
가. 준거지향검사에서 사용되는 점수 체계 ·····································387
나. 통과/비통과 결정을 위한 준거지향검사의 신뢰도 계수 ·····················388
4. 검사의 타당도 ·································································391
가. 내용 타당도 증거 ··························································393
나. 준거 타당도 증거 ··························································394
다. 구인 타당도 증거 ··························································396
5. 검사의 실용성 ·································································397

제14장 평가 결과의 보고 및 분석················································399
1. 평가결과 해석을 위해 필요한 통계적 개념과 기법 ··························400
가. 도수분포표와 그래프 ·······················································400
나. 중심경향값 ·································································403
다. 분산도 지수 ································································405
라. 정규분포 ···································································407
마. 백분위 ·····································································408
바. 표준점수 ···································································410
사. 스테나인 점수 ······························································413
아. 상관계수 ···································································414
2. 고전검사이론을 이용한 검사 및 문항 분석 ···································416
가. 점검해야 할 검사의 특성 ··················································416
나. 문항 분석 ··································································421
3. 문항반응이론을 이용한 문항 분석 ············································431
가. 문항반응이론의 장점 ·······················································432
나. 문항반응이론의 가정 ·······················································432
다. 문항특성곡선 ·······························································433
라. 문항반응이론의 지수 ·······················································434
마. 문항분석에서의 활용 ·······················································437

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