| 000 | 00000nam c2200205 c 4500 | |
| 001 | 000046113335 | |
| 005 | 20220817091640 | |
| 007 | ta | |
| 008 | 220413s2022 ggkad b 001a kor | |
| 020 | ▼a 9788925416694 ▼g 93370 | |
| 040 | ▼a 211009 ▼c 211009 ▼d 211009 | |
| 082 | 0 4 | ▼a 379 ▼2 23 |
| 085 | ▼a 379 ▼2 DDCK | |
| 090 | ▼a 379 ▼b 2022 | |
| 245 | 0 0 | ▼a 교육정책 쟁점 탐구 / ▼d 이병환 [외] |
| 246 | 1 1 | ▼a Exploring issues on education policy |
| 260 | ▼a 파주 : ▼b 교육과학사, ▼c 2022 | |
| 300 | ▼a 318 p. : ▼b 삽화, 도표 ; ▼c 27 cm | |
| 500 | ▼a 공저자: 김미진, 김주일, 김혜정, 이진영, 정미숙, 최원남 | |
| 504 | ▼a 참고문헌과 색인수록 | |
| 536 | ▼a 순천대학교 교연비 사업에 의하여 연구되었음 | |
| 700 | 1 | ▼a 이병환, ▼g 李丙煥, ▼d 1967-, ▼e 저 ▼0 AUTH(211009)133493 |
| 700 | 1 | ▼a 김미진, ▼e 저 |
| 700 | 1 | ▼a 김주일, ▼e 저 |
| 700 | 1 | ▼a 김혜정, ▼e 저 |
| 700 | 1 | ▼a 이진영, ▼e 저 |
| 700 | 1 | ▼a 정미숙, ▼e 저 |
| 700 | 1 | ▼a 최원남, ▼e 저 |
| 945 | ▼a ITMT |
Holdings Information
| No. | Location | Call Number | Accession No. | Availability | Due Date | Make a Reservation | Service |
|---|---|---|---|---|---|---|---|
| No. 1 | Location Main Library/Monographs(3F)/ | Call Number 379 2022 | Accession No. 111863127 | Availability Available | Due Date | Make a Reservation | Service |
Contents information
Book Introduction
우리나라에서 교육정책의 실천은 특히 중요하다. 오늘날 가장 큰 쟁점으로 부각되고 있는 교육정책의 주제들을 선정하고 각각의 주제에 대하여 정책의 배경, 추진과정, 현황과 문제점들을 객관적으로 기술하고, 필자 나름대로의 정책대안과 개선방안을 제시하였다.
우리나라에서 교육정책의 실천은 특히 중요하다. 교육정책이 일관성을 잃고 또 바로 서지 못하면서 학교 현장이나 학부모들의 불만이 제기되는 원인이 되기도 했다. 복잡하고 전문적인 교육정책을 단순하고 쉽게 생각하고 판단하는 경우가 많았다. 특히 정치권력의 영향을 많이 받다 보니 단기처방에 치우치거나 일관성이 떨어져서 제대로 안착이 되지 못하고 표류하는 정책도 많이 있었다. 교육정책은 어느 분야보다도 학문적으로나 교육의 실제에 깊이 있게 논의하고 탐구해야 할 영역이다. 이런 상황 속에서 교육정책을 저술로 집필하는 학자들은 이미 연구되고 실천되고 있는 교육정책의 실제 아이디어들을 정리하고 실제에 연계하여 논의하면서 전문적인 대안을 제시해야 하는 일에 충실해야 한다.
｢교육정책 쟁점 탐구｣는 오늘날 가장 큰 쟁점으로 부각되고 있는 교육정책의 주제들을 선정하고 각각의 주제에 대하여 정책의 배경, 추진과정, 현황과 문제점들을 객관적으로 기술하고, 필자 나름대로의 정책대안과 개선방안을 제시하였다.
Information Provided By: :
Author Introduction
이병환(지은이)
경북대학교 대학원에서 교육학 석사 및 박사학위를 받았으며 교육부 교육연구사와 국가전문행정연수원 교수요원을 거쳐 현재 국립순천대학교 사범대학 교직과 및 동 대학원 교육학과 교수로 재직 중이다. 주요 저서로는 『교육사회학(번역서)』(교육과학사: 2006년 문화체육관광부 우수추천도서), 『대안교육의 실천과 모색』(학지사: 2009년 대한민국 학술원 우수추천도서), 『새로운 교육사회학』(태영출판사), 『학교폭력 예방의 이론과 실제』(교육과학사), 『교육행정 및 교육경영 신강』(태영출판), 『교직실무』(동문사) 등이 있으며, 『사교육 발생 요인과 대책』, 『학교부적응 학생의 행동 분석과 지원 방안』, 『혁신학교의 쟁점 탐색』, 『열린교육과 대안교육의 개념 비교』, 『문화다양성 교육정책 분석과 발전 방안 탐색』, 『학교 성 평등교육의 동향과 과제』 등 90여 편의 논문을 발표하였다. 이외에도 교육부와 각 시도교육청의 학교부적응 학생 지원과 대안교육 관련 정책 용역 연구를 다수 수행하였다. 『대안교육 활성화를 위한 국가수준 교육과정 운영 방안 연구』(교육부), 『대안학교 교육과정 평가 및 질 관리 방안 연구』(교육부), 『컨설팅 장학 모형 및 평가지표 개발 연구』(교육부), 『컨설팅 장학 활성화를 위한 시도별 교육전문직 직무분석 연구』(교육부), 『교육 논술 출제 모형 개발 연구』(교육부), 『학생맞춤형 행복한 교육복지 시스템 구축방안 연구』(교육부), 『지역별 여건에 따른 통학버스 서비스 모델 개발 연구』(교육부), 『학업중단 학생을 위한 방송고 학사운영 및 특별활동 운영방안 연구』(한국교육개발원), 『학업중단숙려제 운영 방안 연구』(전라남도교육청), 『광주광역시 대안교육 실태 분석과 발전적 대안교육체제 정착 방안』(광주광역시교육청), 『경남지역 청소년들의 학교부적응 실태조사와 지원 방안』(경상남도교육청), 『자유학기제의 안정적 정착 방안』(경상북도교육청), 『빛고을 혁신학교 중장기 발전 방안 연구』(광주광역시교육청), 『지역수요를 고려한 평생교육대학 설립방향 및 활성화 방안 연구』(순천대학교), 『대안교육 발전 방안 모색을 위한 연구』(대구광역시교육청), 『한국교원대 종합교육연수원 사업 개편 방향 연구』(한국교원대학교) 등 여러 정책연구과제의 연구책임자로 성공적인 연구를 수행한 바 있다. 현재 서울특별시교육청 민주시민교육 자문위원장으로 위기학생 지원과 교육제도 개선 관련 연구를 지속적으로 수행하고 있다.
김미진(지은이)
순천대학교 대학원 교육학과 박사과정
김주일(지은이)
순천대학교 대학원 교육학과 박사과정
김혜정(지은이)
순천대학교 대학원 교육학과 박사과정
이진영(지은이)
순천대학교 대학원 교육학과 박사과정
정미숙(지은이)
순천대학교 대학원 교육학과 박사과정
최원남(지은이)
순천대학교 대학원 교육학과 박사과정
Table of Contents
머리말 / 3 제1장 교육정책 일반론 ···································································11 1. 정책과 교육정책의 개념 ···························································11 2. 교육정책의 성격 ···································································13 3. 교육정책 형성과정 ·································································16 4. 교육정책의 원칙 ···································································19 5. 교육정책에 영향을 주는 요인과 교육정책 형성 모형 ··························23 6. 교육정책의 평가와 제약 요인 ····················································27 제2장 이미 온 미래교육, 디지털 기반 온라인 교육정책 ·····················33 1. 들어가며 ············································································33 2. 요즘 것들은...? 포노사피엔스(Phono Sapiens) ································37 3. 메타버스를 타다 ···································································39 4. 온ㆍ오프라인 학습 ·································································45 5. 디지털 기반 온라인 교육정책 ····················································50 6. 나가며 ··············································································57 제3장 미래를 여는 고교학점제, 학교에서 나를 디자인하다 ·················63 1. 미래사회의 변화에 따른 고교학점제의 의미 ····································63 2. 고교학점제 개념과 필요성, 기대효과 및 도입 시기 ····························65 3. 해외 고교학점제 비교 ·····························································69 4. 고교학점제 도입을 위한 교육과정 및 학생평가, 이수 기준 그리고 대입제도 ·············73 5. 고교학점제 정착을 위한 제언 ····················································78 제4장 미래사회 변화와 진로교육의 방향 ··········································85 1. 미래사회의 변화와 진로교육의 의미 ·············································85 2. 진로교육의 필요성 ·································································86 3. 학교급별 진로교육의 목표와 내용 ···············································89 4. 수요자 시선으로 바라본 진로교육의 현주소 ····································94 5. 모든 학생의 미래가치를 존중할 수 있는 진로교육의 활성화 방안은 무엇인가? ·········98 제5장 온종일 돌봄을 위한 초등돌봄 정책 ·······································105 1. 온종일 돌봄체계 ··································································105 2. 온종일 돌봄 정책 운영현황 ······················································108 3. 초등돌봄 정책의 문제점 ·························································116 4. 초등돌봄 정착을 위한 제언 ······················································122 제6장 기초학력보장 정책의 이해 ····················································127 1. 들어가며 ···········································································127 2. 우리나라의 기초학력보장 정책 ··················································135 3. 외국의 기초학력보장 정책 ·······················································144 4. 코로나19 이후 교육부와 서울시 기초학력보장 정책의 변화 ·················149 5. 모든 학생 닿게 할 기초학력보장 정책의 일곱 가지 제언 ····················150 6. 나가며 ·············································································155 제7장 대안교육과 대안학교의 이해 ·················································159 1. 대안교육과 대안학교의 개념과 등장배경 ·······································159 2. 대안교육의 이념 ··································································163 3. 우리나라를 대표하는 대안학교 소개 ············································165 4. 대안학교의 운영현황 ·····························································167 5. 미(비)인가시설의 ‘등록제’ 전환에 따른 대안학교의 과제 ·····················180 6. 미래세대를 위한 동반자 관계로서의 대안교육 ·································184 제8장 다양성을 존중하는 다문화교육 정책 ······································187 1. 다문화사회의 이해 ·······························································187 2. 다문화교육 정책 현황 및 분석 ··················································193 3. 다문화교육 관련 법령 및 정부 부처별 정책 ···································199 4. 다문화교육 지원 정책의 한계와 제언 ··········································202 제9장 교육공동체와 함께하는 미래교육 ···········································209 1. 들어가며 ···········································································209 2. 우리나라 교육공동체 현황 ·······················································210 3. 해외 교육공동체 현황 ····························································218 4. 교육공동체 활성화 방안 ·························································221 5. 나가며 ·············································································224 제10장 지속가능한 미래교육 학습생태계 구축방안 ·····························227 1. 미래인재와 핵심역량 ·····························································227 2. 핵심역량 교육의 필요성 ·························································230 3. 지속가능한 미래학교 교육의 변화 방향 ········································231 4. 핵심역량 교육과 학습생태계 형성 ··············································233 5. 국내외 사례 분석 및 시사점 ····················································235 6. 미래 핵심역량 교육 및 학습생태계 구축방안 모색 및 제언 ··················241 제11장 아동ㆍ청소년 마음건강 정책 ·················································247 1. 들어가며 ···········································································247 2. 아동ㆍ청소년 정신건강 정책 현황 ··············································248 3. 아동ㆍ청소년 정신건강 정책 해외 사례 ········································261 4. 아동ㆍ청소년 정신건강 정책 개선방안 ·········································264 5. 나가며 ·············································································267 제12장 아동학대 실태 및 정책대안 ··················································271 1. 아동학대 이해 ····································································272 2. 아동학대 실태 및 분석 ··························································277 3. 아동학대 체벌 금지법에 관한 외국 입법 사례 ································282 4. 아동학대 예방을 위한 대안 및 정책 제언 ·····································284 제13장 학습과 쉼, 놀이가 공존하는 학교공간혁신 ·····························291 1. 들어가며 ···········································································291 2. 그린스마트 미래학교 ·····························································294 3. 학교공간혁신 ······································································299 4. 학교공간혁신에 대한 정책 ·······················································305 5. 나가며 ·············································································310 찾아보기 ··············································································315
