| 000 | 00000cam c2200205 c 4500 | |
| 001 | 000046075261 | |
| 005 | 20210329132951 | |
| 007 | ta | |
| 008 | 210326s2020 ggka b 001c kor | |
| 020 | ▼a 9788925415420 ▼g 93370 | |
| 035 | ▼a (KERIS)BIB000015691093 | |
| 040 | ▼a 241002 ▼c 241002 ▼d 211009 | |
| 082 | 0 4 | ▼a 375 ▼2 23 |
| 085 | ▼a 375 ▼2 DDCK | |
| 090 | ▼a 375 ▼b 2020z9 | |
| 100 | 1 | ▼a 김승호 |
| 245 | 1 0 | ▼a 통합교과의 이론과 실제 / ▼d 김승호, ▼e 박일수 |
| 246 | 1 1 | ▼a Curriculum integration |
| 250 | ▼a 2판 | |
| 260 | ▼a 파주 : ▼b 교육과학사, ▼c 2020 | |
| 300 | ▼a 358 p. : ▼b 삽화 ; ▼c 24 cm | |
| 504 | ▼a 참고문헌(p. 347-351)과 색인수록 | |
| 700 | 1 | ▼a 박일수, ▼e 저 |
| 945 | ▼a KLPA |
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 중앙도서관/제2자료실(3층)/ | 청구기호 375 2020z9 | 등록번호 111846258 | 도서상태 대출가능 | 반납예정일 | 예약 | 서비스 |
컨텐츠정보
책소개
지식의 통합과 인격의 함양은 시대를 초월한 인류의 과제이다. 통합교과는 ‘마음에 의한 세계의 통합’이라는 전인교육의 목적을 현실의 맥락에 구현하기 위한 일련의 교육적 노력이다. 2판에서는 2009년 개정 교육과정까지 멈춰져 있던 내용들을 2015년 개정 교육과정에까지 확장하였다. 전체 내용 중 2015 개정 교육과정과 일관되지 않는 내용들은 첨삭하고 수정하였다.
<통합교과>라는 교육과정이나 강좌 또는 과목은 단지 어느 한 시기의 몇몇 사람의 주장이나 편의를 위하여 작위적으로 만들어낸 것이 아니다. 지식의 통합과 인격의 함양은 시대를 초월한 인류의 과제이다. 통합교과는 이상에서 언급한 ‘마음에 의한 세계의 통합’이라는 전인교육의 목적을 현실의 맥락에 구현하기 위한 일련의 교육적 노력으로 보아야 한다. 또한 이 교육적 노력은 무작정 여러 분야의 지식들을 양적으로 많이 가르쳐야 함을 의미하지 않는다.
2판에서는 2009년 개정 교육과정까지 멈춰져 있던 내용들을 2015년 개정 교육과정에까지 확장하였다. 전체 내용 중 2015 개정 교육과정과 일관되지 않는 내용들은 첨삭하고 수정하였다.
정보제공 :
저자소개
박일수(지은이)
공주교육대학교 교수 전) 토월초, 매원초, 원천초 교사, 한국교원대학교 강사 [학력] 경인교육대학교 초등교육과(교육학사) 한국교원대학교 교육학과 교육과정 전공(교육학석사) 한국교원대학교 교육학과 교육과정 전공(교육학박사) [저서 및 연구] 현직 및 예비교사를 위한 교육평가의 이해(2022) 교육과정과 수업(2020) 통합교과의 이론과 실제(2020) 예비교사를 위한 학교현장실습(2020) 현장교사를 위한 토의수업의 이론과 실제(2012)
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)
목차
2판 머리말 / 3 초판 머리말 / 6 제1부 통합교과의 이론 Ⅰ. 통합교과의 의미 ····································································17 1. 통합교과 개념의 혼란 ·····························································17 2. 마음 밖의 통합과 마음 안의 통합 ·················································24 3. 통합교과와 교과교육론의 공통과제 ················································40 Ⅱ. 통합교과와 전인교육의 관계 ·······················································47 1. 전인교육에 대한 두 가지 접근방식 ················································47 2. 통합교과의 재개념화 ······························································55 3. 전인교육과 통합교과의 관계 ······················································65 Ⅲ. 통합교과의 역사 ····································································69 1. 서양의 통합교과 역사 ·····························································69 2. 초등학교 통합교과의 변천 ························································71 3. 초등학교 통합교과의 위치 ························································85 Ⅳ. 통합교과의 이론적 근거 ····························································91 1. 통합교과의 존재론적 근거: 세계 ··················································94 2. 통합교과의 인식론적 근거: 마음 ··················································98 3. 통합교과의 가치론적 근거: 능력 ·················································106 Ⅴ. 통합교과의 교수방법 ······························································113 1. 통합교과 교수방법의 존재 가능성 ················································113 2. 통합교과 교수 4단계 ····························································115 3. 통합교과 교수에 있어서 교사의 위치 ············································122 제2부 통합교과의 실제 Ⅰ. Ingram의 통합교과 유형 ·························································133 1. 구조적 접근방법: 양적 접근방법과 질적 접근방법 ································135 2. 기능적 접근방법: 내재적 접근방법과 외재적 접근방법 ····························139 Ⅱ. Jacobs의 통합교과 유형 ··························································143 1. 학문 기초 설계 ··································································144 2. 학문 병렬 설계 ··································································145 3. 다학문적 설계: 보완적인 학문 단원 또는 과정 ···································146 4. 간학문적 단원 또는 과정 설계 ···················································146 5. 통합의 날 설계 ··································································147 6. 완전 프로그램 설계 ······························································148 Ⅲ. Fogarty의 통합교과 유형 ·························································151 1. 분절형 ··········································································154 2. 연결형 ··········································································156 3. 동심원형 ········································································157 4. 계열형 ··········································································159 5. 공유형 ··········································································161 6. 거미줄형 ········································································162 7. 실로꿴형 ········································································164 8. 통합형 ··········································································165 9. 몰입형 ··········································································166 10. 네트워크형 ·····································································168 Ⅳ. Drake의 통합교과 유형 ··························································171 1. 다학문적 접근방법 ·······························································171 2. 간학문적 접근방법 ·······························································175 3. 초학문적/실생활 접근방법 ·······················································177 4. 세 가지 교육과정 통합의 접근방법의 비교 ·······································181 5. 교수 전략 개발하기 ······························································184 Ⅴ. 주제 중심 통합교과 유형 ·························································187 1. 문제사태 중심의 통합 ···························································187 2. 일반 화제 중심의 통합 ··························································188 3. 교과내용 중심의 통합 ···························································190 4. 핵심 개념과 원리 중심의 통합 ···················································192 Ⅵ. 백워드 교육과정 모형과 통합교과의 관련 ·······································197 1. 백워드 교육과정 모형의 개요 ····················································197 2. 백워드 교육과정 모형의 특징 ····················································198 3. 백워드 교육과정 모형의 절차 ····················································201 4. 백워드 설계 모형을 활용한 통합교과 구성 차시 개발 ····························206 Ⅶ. KDB 교육과정 모형과 통합교과의 관련 ·········································219 1. KDB 교육과정 모형의 개요 ·····················································219 2. 간학문적 통합을 위한 KDB 교육과정 모형의 단계 ·······························222 3. KDB 교육과정 모형에 기초한 간학문적 교육과정 통합 설계 과정 ················226 4. 간학문적 통합 단원: 우리가 함께 꿈꾸는 세상 ···································240 Ⅷ. 창의융복합 인재양성교육(STEAM)과 통합교과의 관련 ··························253 1. STEAM의 개요 ·································································253 2. 융합인재교육(STEAM)의 활동 준거 ··············································256 3. STEAM 수업의 절차 및 유형 ···················································257 4. STEAM 교육의 세부 요소 및 평가 척도 ········································259 5. STEAM 융합 교육과정 개발 절차 ···············································261 6. STEAM 단원 개발 사례 ·························································262 제3부 2015 개정 초등학교 통합교과의 이해 Ⅰ. 2015 개정 초등학교 통합교과 ···················································279 1. 2015 개정 초등학교 통합교과의 특성 ···········································279 2. 2015 개정 초등학교 통합교과 교과서의 구성 ····································284 3. 통합교과 단원 학습 지도: 주제 학습 모형 ·······································290 Ⅱ. 2015 개정 바른 생활과 교육과정 ················································295 1. ‘바른 생활’과의 성격 ····························································295 2. ‘바른 생활’과의 목표 ····························································296 3. ‘바른 생활’과의 내용 체계 ·······················································297 4. ‘바른 생활’과의 영역(대주제)별 성취 기준 ·······································298 5. ‘바른 생활’과의 교수ㆍ학습 ······················································306 6. ‘바른 생활’과의 평가 ····························································311 Ⅲ. 2015 개정 슬기로운 생활과 교육과정 ···········································313 1. ‘슬기로운 생활’과의 성격 ························································313 2. ‘슬기로운 생활’과의 목표 ························································314 3. ‘슬기로운 생활’과의 내용 체계 ···················································315 4. ‘슬기로운 생활’과의 영역(대주제)별 성취 기준 ···································316 5. ‘슬기로운 생활’과의 교수ㆍ학습 ··················································324 6. ‘슬기로운 생활’과의 평가 ························································329 Ⅳ. 2015 개정 즐거운 생활과 교육과정 ·············································331 1. ‘즐거운 생활’과의 성격 ··························································331 2. ‘즐거운 생활’과의 목표 ··························································332 3. ‘즐거운 생활’과의 내용 체계 ·····················································333 4. ‘즐거운 생활’과의 영역(대주제)별 성취 기준 ·····································334 5. ‘즐거운 생활’과의 교수ㆍ학습 ····················································342 6. ‘즐거운 생활’과의 평가 ··························································346 참고문헌 ··········································································· 347 찾아보기 ··········································································· 352
