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이 책은 예비교사가 초등학교 현장에서 미술과 교육과정과 미술 교과서를 해석하고 재구성하여 지도할 수 있는 교수 능력을 함양하기 위해 집필된 것으로, 전체 12장으로 구성하였다.
제1장에서는 미술교과의 고유의 가치성, 왜 미술교육을 가르치는가를 중심으로 살펴보고, 2장은 우리나라 미술과 교육과정과 현행 교육과정에 대해 심도 있게 고찰하였다. 3장에서는 대표적인 미술과 교수ㆍ학습 모형을 중심으로 모형별 수업 절차, 적용 사례 등을 살피고, 4장은 교수ㆍ학습 과정안의 설계를 위한 학습 목표 진술, 평가 및 환류 계획, 미술과 교수ㆍ학습 과정안 예를 제시하였으며, 5장은 미술과 교과 역량과 미술과 교과 역량별 교수 전략, 교수 전략의 활용을 중심으로 다루었다. 6장은 체험교육의 필요성, 방향, 내용, 지도 방법을, 7장은 표현교육의 필요성, 방향, 내용, 지도 방법을, 8장은 감상교육의 필요성, 방향, 내용, 지도 방법을 살펴보았다. 9장은 미술과 평가의 유형, 평가의 관점과 절차, 미술과 과정 중심 평가의 의미와 방법을 구체적으로 제시하였고, 10장은 수업 비평의 관점, 수업 비평 단계와 수업 비평을 위한 자료수집방법, 수업 비평문 작성을 중심으로 살펴보았다. 11장은 미술과 지도교사의 유형과 역할, 미술과 지도교사의 자질과 역량을 살펴보고, 12장은 미술과 교수ㆍ학습의 방향에 대해서 제시하였다.
이 책은 교육대학교의 예비교사를 위해 기획되었지만, 초등학교 현장에서 미술 수업에 대해 고민하는 교사들에게도 유용한 책이 될 것으로 기대한다.

머리말 / 3

제 1 장 미술교육, 무엇을 어떻게 왜? / 안인기 ······································9
1. 미술 교과의 고유성과 가치 ···················································11
2. 미술이란 ········································································13
3. 왜 미술을 가르치는가? ························································15
4. 최근 미술교육의 변화 ·························································21
5. 미술교육의 목적 ·······························································24
6. 미술수업과 교사의 역할 ·······················································42

제 2 장 미술과 교육과정의 이해 / 이주연 ············································49
1. 우리나라 교육과정과 교과서 ··················································52
2. 우리나라 미술과 교육과정의 변천 ···········································56
3. 교육과정에 따른 미술 수업 ···················································76

제 3 장 미술과 교수ㆍ학습 모형 / 이은적 ············································81
1. 귀납적 사고법 ··································································84
2. 반응 중심 학습법 ······························································89
3. 직접 교수법 ····································································94
4. 창의적 문제 해결법 ···························································98

제 4 장 미술과 교수ㆍ학습 과정안 설계 / 류재만 ································105
1. 미술과 교수ㆍ학습 과정안의 의의 ··········································108
2. 교수ㆍ학습 과정안이 갖추어야 할 조건 ···································110
3. 학습 목표의 진술 ·····························································111
4. 미술과 평가 및 환류 계획 ··················································116
5. 교수ㆍ학습 과정안의 유형 ···················································118
6. 미술과 교수ㆍ학습 과정안의 예 ············································120
7. 미술과 교수ㆍ학습의 평가의 방향 ··········································131

제 5 장 미술과 교수 전략 / 김정선 ···················································137
1. 교수 전략이란? ·······························································140
2. 미술과 교과 역량별 교수 전략 ·············································143
3. 교수 전략의 활용 ·····························································166

제 6 장 체험 영역 지도의 실제 / 최명숙 ············································171
1. 체험교육의 필요성 ····························································173
2. 체험교육의 방향 ······························································182
3. 체험교육의 내용 ······························································190
4. 체험 지도 방법 ·······························································194

제 7 장 표현 영역 지도의 실제 / 이재영 ············································203
1. 표현교육의 필요성 ····························································205
2. 표현교육의 방향 ······························································212
3. 표현교육의 내용 ······························································216
4. 표현 지도 방법 ·······························································220

제 8 장 감상 영역 지도의 실제 / 류지영 ············································241
1. 감상교육의 필요성 ····························································243
2. 감상교육의 방향 ······························································248
3. 감상교육의 내용 ······························································260
4. 감상 지도 방법 ·······························································267

제 9 장 미술과 평가 / 강주희 ··························································277
1. 미술과 평가의 의미와 유형 ·················································280
2. 미술과 평가의 관점과 절차 ·················································284
3. 미술과 과정 중심 평가의 의미와 방법 ····································293

제10장 미술 교육에서 수업 비평 / 안금희 ·········································307
1. 수업 연구에서 양적 접근과 질적 접근 ····································310
2. 교육 비평 ······································································316
3. 수업 비평 ······································································322
4. 수업 비평의 의의 ·····························································336

제11장 미술과 지도 교사의 자질과 역량 / 황연주 ·······························343
1. 바람직한 미술과 지도 교사상 ···············································346
2. 미술과 지도 교사의 유형 ····················································353
3. 미술과 지도 교사의 역할 ····················································357
4. 미술과 지도 교사의 자질과 역량 ···········································360
5. 미술과 지도 교사교육 ························································368

제12장 미술과 교수ㆍ학습의 과제와 방향 / 허정임 ······························379
1. 미술과 교수ㆍ학습 과제로서 통합교육과 미적 경험 ·····················382
2. 미술과 교수ㆍ학습의 방향으로서 미적 경험의 중요성 ···················388
3. 미술과 교수법의 문제점과 방향 ············································392

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