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4판에서 크게 달라진 내용은 교과 학습과 관련성이 얕은 국가 수준 교육과정 및 지역 수준 교육과정 부문을 과감하게 삭제하고, 교육과정 재구성의 핵심이라고 할 수 있는 학급 수준 교육과정을 새롭게 포함하였다. 그리고 새로이 고시된 2022 특수교육 교육과정의 내용을 반영하였다.

목차

4판 머리글_ 2
3판 머리글_ 4
2판 머리글_ 5
1판 머리글_ 8

제1장 교육과정의 이해································································17
1. 교육과정의 의미································································20
가. 학교 교육과 교육과정·····················································20
나. 교육과정의 어원적 의미··················································21
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미····················23
2. 준거별 교육과정의 유형·······················································28
가. 교육과정 의사 결정의 주체···············································29
나. 교육과정 실현의 수준·····················································31
다. 교육과정 의도성의 여부··················································32
라. 교육 사조의 변천·························································36
3. 교육과정의 기초································································42
가. 교육과정 구현의 과정·····················································42
나. 교육과정 개발의 체제·····················································44
다. 교육과정 탐구의 기초·····················································49
라. 교육과정 이론의 흐름·····················································56

제2장 장애학생의 교육과 교육과정·················································67
1. 장애학생 교육의 특징··························································70
가. 장애학생 교육의 두 가지 준거···········································70
나. 장애학생 교육 서비스의 체계·············································71
2. 특수교육 교육과정의 특성·····················································74
가. 특수교육 교육과정의 법적 기반··········································74
나. 특수교육 교육과정의 구성 체제··········································77
다. 특수교육 교육과정의 특성················································79
3. 장애학생 교육과정의 접근 유형 및 동향······································82
가. 전통적 특수교육 교육과정의 접근········································83
나. 최근 특수교육 교육과정의 동향··········································87

제3장 교육과정의 개발·······························································107
1. 교육과정 개발의 의미와 원리················································110
가. 교육과정 개발의 의미····················································110
나. 교육과정 개발의 기본 원리··············································112
2. 교육과정 개발의 수준························································117
가. 국가 수준의 교육과정····················································118
나. 지역 수준의 교육과정····················································119
다. 학교 수준의 교육과정····················································120
라. 학급 수준의 교육과정····················································121
3. 교육과정 개발의 참여자······················································122
가. 교육과정 의사 결정의 정당성 확보·····································123
나. 교육과정 개발의 참여자와 역할·········································124
4. 교육과정 개발의 모형························································129
가. 합리적/목표 모형························································130
나. 순환적 모형······························································136
다. 역동적/상호 작용 모형··················································140
라. 그 밖의 모형·····························································147

제4장 교육 목표의 설정·····························································165
1. 교육 목표의 의미·····························································168
가. 교육 목표의 의미와 위계················································168
나. 교육 목표의 기능························································174
2. 교육 목표의 설정·····························································176
가. 교육 목표 설정의 자원··················································176
나. 교육 목표 설정의 과정··················································178
다. 교육 목표 설정의 원칙··················································180
3. 교육 목표의 분류·····························································182
가. 전통적 교육 목표의 분류················································182
나. 새로운 교육 목표의 분류················································187
4. 수업 목표의 진술·····························································194
가. 교육 목표의 상세화······················································194
나. 수업 목표 설정의 방법··················································195
다. 수업 목표 진술의 방법··················································197
라. 교육 목표 진술 시 고려 사항···········································206

제5장 교육 내용의 선정과 조직····················································211
1. 교육 내용의 의미·····························································214
2. 교육 내용의 선정·····························································217
가. 교육 내용 선정의 준거··················································217
나. 교육 내용 선정의 방법··················································221
3. 교육 내용의 조직·····························································223
가. 교육 내용 조직의 요소 및 조직 구조···································223
나. 교육 내용 조직의 원리··················································224
다. 교육 내용 조직의 방법··················································232
라. 교육 내용 조직의 유형··················································234

제6장 교육과정 운영··································································247
1. 교육과정 운영의 의미와 관점················································250
가. 교육과정 운영의 의미····················································250
나. 교육과정 운영의 관점····················································252
2. 교육과정 운영의 기본 원리···················································256
3. 교육과정 운영에 영향을 미치는 요인········································260
4. 교육과정 운영의 전략························································264
5. 교육과정 운영과 교사························································265
가. 교육과정 실행에서 교사의 역할·········································265
나. 교사의 교육과정 실행 양상··············································266
다. 교사들의 저항과 변화 방법··············································268
라. 교사의 교육과정 운영 지원 모형········································269

제7장 교육과정 평가··································································275
1. 교육과정 평가의 개념························································278
2. 교육과정 평가의 목적························································279
3. 교육과정 평가의 대상과 영역················································281
4. 교육과정 평가의 유형 및 모형···············································286
가. 목표 중심 평가 모형: Tyler의 목표 달성 모형························288
나. 관리 중심 평가 모형: Stufflebeam의 CIPP 모형·····················289
다. 수혜자 중심 평가 모형: Scriven의 주요 평가 체크리스트(KEC) ······291
라. 전문가 중심 평가 모형: Eisner 감상ㆍ비평 모형(감식안 모형) ········293
마. 참여자 반응 평가 모형: Parlett와 Hamilton의 조명적 평가 모형····294
5. 교육과정 평가의 방법 및 절차···············································295
가. 교육과정 평가의 방법····················································296
나. 교육과정 평가의 절차····················································299
다. 교육과정 평가의 영역 및 내용··········································300
라. 교육과정 평가의 방향····················································302

제8장 우리나라 특수교육 교육과정의 변천······································307
1. 국가 수준 특수교육 교육과정의 시대 구분··································310
2. 시대 구분에 따른 특수교육 교육과정의 특징································311
가. 광복 이전 일제 강점기의 특수교육 교육과정···························311
나. 광복 이후의 특수교육 교육과정·········································314
다. 2022 개정 특수교육 교육과정··········································334

제9장 특수교육 교육과정의 관련 법규············································349
1. 대한민국 헌법·································································352
2. 교육기본법····································································354
3. 초ㆍ중등교육법 및 시행령····················································355
가. 초ㆍ중등교육법···························································355
나. 초ㆍ중등교육법 시행령··················································363
4. 장애인 등에 대한 특수교육법················································367
가. 용어의 정의 ·····························································367
나. 특수교육대상자의 선정 ················································368
다. 순회교육 ································································369
라. 통합교육 ································································370
마. 개별화 교육 ·····························································370
바. 진로 및 직업교육 ······················································371
사. 교육과정의 운영 등 ····················································372
5. 기타 법령·····································································373

제10장 학교 수준 교육과정의 편성과 운영·······································375
1. 학교 수준 교육과정의 의의···················································378
가. 학교 수준 교육과정의 의미와 성격·····································378
나. 학교 수준 교육과정의 필요성···········································380
다. 학교 수준 교육과정 편성ㆍ운영의 근거·································382
2. 학교 수준 교육과정 개발의 범위와 활동····································384
3. 학교 수준 교육과정의 편성과 운영··········································387
가. 학교 수준 교육과정 편성ㆍ운영의 기본 원리···························387
나. 학교 수준 교육과정 편성ㆍ운영의 실제·································388

제11장 교사 수준 교육과정의 개발과 실행······································405
1. 교사 수준 교육과정의 의미···················································408
2. 교사에 의한 교육과정 재구성················································410
가. 교사 수준 교육과정 재구성의 의미·····································410
나. 교육과정 재구성의 필요성···············································413
다. 교육과정 재구성의 실제·················································416
3. 학습 경험의 선정과 조직·····················································432
가. 학습 경험의 의미························································432
나. 학습 경험의 선정과 조직················································433
4. 교수ㆍ학습 활동의 실제······················································438
가. 교수ㆍ학습 지도안의 작성···············································438
나. 교수ㆍ학습 활동·························································450

제12장 통합교육 교육과정의 편성과 운영·········································485
1. 장애학생 배치 경향과 교육과정 사고의 변화································488
2. 일반학급 및 특수학급 교육과정 관련 규정··································490
3. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형···················492
4. 통합교육 교육과정 편성ㆍ운영의 절차·······································501
가. 편성 단계 ·······························································502
나. 운영 단계 ·······························································503
다. 평가 단계 ·······························································504
5. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정·····················506
가. 교수적 수정의 의의······················································506
나. 교수적 수정의 유형······················································507
다. 교수적 수정의 절차······················································514
6. 통합교육 교육과정 실행을 위한 교수ㆍ학습 형태···························516
7. 통합교육 교육과정 편성과 운영을 위한 과제································525
가. 특수교사와 일반교사의 협력적인 관계 조성 ························525
나. 교육과정의 효율적인 운영을 위한 전문가의 역할 분담 ···········526
다. 다양한 교수ㆍ학습 전략 모색 ········································528

제13장 개별화교육계획의 구안과 실행·············································533
1. 개별화교육계획의 정의 및 기능··············································536
가. 개별화교육계획의 정의··················································536
나. 개별화교육계획의 기능··················································537
다. 개별화교육계획의 관련 법규·············································539
2. 개별화교육계획의 구안·······················································540
가. 개별화교육계획의 구성 요소·············································540
나. 개별화교육계획의 작성 시기·············································542
다. 개별화교육지원팀의 구성················································543
라. 개별화교육계획의 작성··················································548
3. 개별화교육계획의 실행 및 평가··············································563
가. 개별화 교육의 실행······················································563
나. 개별화 교육의 평가······················································566

제14장 중도ㆍ중복장애 학생의 교육과정 편성과 운영··························571
1. 중도ㆍ중복장애 학생의 특성과 교육과정····································574
가. 중도ㆍ중복장애의 개념과 특성··········································574
나. 중도ㆍ중복장애 학생의 교육과정········································576
2. 중도ㆍ중복장애 학생 교육과정 편성ㆍ운영의 기본 원칙····················578
가. 연령에 적합한 실용적 기능 강조········································578
나. 통합된 교육 환경 고려··················································579
다. 자료에 근거한 교육과정 구성···········································580
라. 증거기반 실제의 사용····················································581
3. 중도ㆍ중복장애 학생 교육과정 편성ㆍ운영의 실제··························581
가. 중도ㆍ중복장애 학생을 위한 교육과정 개발의 준거····················582
나. 기능적 교육과정 개발의 실제···········································583

찾아보기··········································································601
교육과정 관련 용어······························································611

저자소개

이유훈 [저] 신작알림 SMS신청
생년월일 -

국립 서울맹학교ㆍ서울농학교 교장을 역임했다. 안동교육대학 졸업, 대구대학교 교육대학원 졸업(특수교육전공, 교육학석사), 대구대학교 대학원(정신지체아교육전공, 문학박사)을 졸업했다. 현 교육부 특수교육정책과장, 국립특수교육원 연수과장 및 기획연구과장, 한국특수교육총연합회장, 한국특수교육교과교육학회장이다. 논문으로 『학습자 중심의 학교 교육과정 구성모형』 외 다수가 있다.

저자의 다른책

전체보기
김형일 [저] 신작알림 SMS신청
생년월일 -

나사렛대학교 중등특수교육과 교수다. 대구대학교 특수교육과 졸업, 단국대학교 대학원(정신지체아교육전공, 교육학석사 및 박사)을 졸업했다. 서울정진학교, 서울정문학교 교사, 교육부 국립특수교육원 교육연구사를 역임했다. 논문으로 『사회적 상황에 다른 정신지체학생의 사회적 정보처리 능력 연구』 외 다수가 있다.

저자의 다른책

전체보기
정동영 [저] 신작알림 SMS신청
생년월일 -

한국교원대학교 교육학과 교수를 역임했다. 부산교육대학 졸업, 대구대학교 대학원(정신지체아교육전공, 문학박사)을 졸업했다. 논문으로 『특수교육의 재개념화와 그 특수성 해명』, 『최소제한적 환경의 개념 진전과 그 함의 재고』, 『통합학급의 장애학생을 위한 차별화 교수전략 탐색』 등이 있다.

저자의 다른책

전체보기
정희섭 [저] 신작알림 SMS신청
생년월일 -

원광대학교 중등특수교육과 교수다. 대구대학교 특수교육과 졸업, 한국교원대학교 대학원(교육과정전공, 교육학석사), 대구대학교 대학원(정신지체아교육전공, 문학박사)을 졸업했다. 교육부, 국립특수교육원 교육연구사를 역임했다. 논문으로 『통합교육 장면에서의 교육과정 실행 방략』 외 다수가 있다.

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