2022 개정 교육과정과 초등 도덕과교육
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2022 개정 교육과정과 초등 도덕과교육
도서명 : 2022 개정 교육과정과 초등 도덕과교육
저자/출판사 : 이경원,박병기,김철호,박영주,김아영,김완수,강희원,이, 교육과학사
쪽수 : 448쪽
출판일 : 2023-01-30
ISBN : 9788925417608
정가 : 24000
머리말 / 3
제1부 2022 개정 초등 도덕과 교육과정의 시작
제1장 2022 개정 초등 도덕과 교육과정의 이론적 토대 ························15
1. 브루너(J. Bruner) 지식의 구조론 ·················································16
가. 브루너(J. Bruner)의 지식의 구조 ···········································16
나. 역량 개발과 핵심 아이디어 ·················································19
다. 초등 도덕과 핵심 아이디어 ·················································21
2. 위긴스와 맥타이(Wiggins & McTighe)의 이해중심 교육과정 ····················23
가. 이해중심 교육과정과 지식ㆍ이해 ············································23
나. 위긴스와 맥타이의 과정의 구조론과 과정ㆍ기능 ···························25
3. 듀이(J. Dewey)의 교변작용(transaction)과 역량 상승작용 ·······················29
제2장 2022 개정 초등 도덕과 교육과정의 성격과 목표 ························35
1. 통합적 도덕성 ·····································································36
가. 개인적 도덕성과 사회구조적 도덕성 ········································37
나. 인지ㆍ정의ㆍ행동의 다중 중첩 도덕성 ······································38
2. 역량 함양 실효적 도덕함 ··························································40
3. 도덕적 인간과 정의로운 시민 ·····················································42
제3장 역량 중심의 2022 개정 초등 도덕과 교육과정 ··························47
1. 역량 중심 교육 관점에서의 2022 개정 교육과정 ·································49
가. 교육목표: 삶과 연계한 역량 교육 강화 ·····································49
나. 교육방향: 교육과정의 학습자 주도성 강화 ·································53
다. 교육 패러다임의 전환: 변혁적 역량 ········································57
2. 2022 개정 초등 도덕과 교육과정에서의 역량 함양 ·······························60
가. 가치관계확장법을 통한 영역 설정 ··········································60
나. 핵심 아이디어의 등장 ·······················································62
다. 화두형 질문(핵심 질문) ······················································65
제2부 2022 개정 초등 도덕과 교육과정 방향
제4장 2022 개정 초등 도덕과 교육과정 개발 방향 ·····························77
1. 초등 도덕과 교육과정 개발의 중점 요구사항 ······································78
가. 학습자 주도성을 기초로 역량을 기를 수 있도록 설계 ·····················78
나. 소수 핵심 아이디어 중심으로 학습 내용의 엄격성과 연결성 강화 ········83
다. 교과 고유의 사고와 탐구를 명료화하여 깊이 있는 학습 지원 ·············86
2. 도덕과 내용 체계의 구성 ··························································87
가. 지식ㆍ이해: 전이가 높은 지식과 수행으로 터득되는 이해 강조로 역량 함양 강화 ·····88
나. 과정ㆍ기능: 깊은 이해를 위한 과정ㆍ기능에 사고 과정도 포함됨에 주목 ···91
다. 가치ㆍ태도: 교과목표를 추구하게 만드는 동력으로서의 정서적 태도 ·····94
3. 내용 체계표의 개발 방향 ··························································97
가. 내용구성원리(가치관계확장법)의 수정 방향 ·································97
나. 내용 체계의 구성 방향 ·····················································100
제5장 2022 개정 초등 도덕과 교육과정의 국가ㆍ사회적 요구 ··············111
1. 기존 도덕과 교육과정의 국가ㆍ사회적 요구 반영 실태 ···························113
가. 2011 개정 도덕과 교육과정 ···············································113
나. 2015 개정 도덕과 교육과정: 창의ㆍ융합형 인재 양성 ···················116
2. 2022 개정 초등학교 도덕과 교육과정의 국가ㆍ사회적 요구 분석 ···············117
가. 디지털 소양 교육 ···························································117
나. 생태전환교육 ································································120
다. 시민교육 ····································································121
3. 국가ㆍ사회적 요구 반영 방향 탐색 ··············································124
가. 인간 중심의 디지털 소양교육 ··············································124
나. 지속 가능한 삶을 위한 생태전환교육 ·····································127
다. 관계에서 시작하는 시민교육 ···············································129
제3부 2022 개정 초등 도덕과 교육과정 내용 체계
제6장 2022 개정 초등 도덕과 핵심 아이디어 ···································137
1. 핵심 아이디어의 의미 ····························································139
가. ‘핵심 개념’을 보완하는 ‘핵심 아이디어’ ··································139
나. 핵심 아이디어의 도출 기준 ················································141
다. 도덕과 핵심 아이디어의 개발 방향 ········································142
2. 도덕과 영역별 핵심 아이디어 ····················································145
가. ‘자신과의 관계’ 영역 ·······················································145
나. ‘타인과의 관계’ 영역 ·······················································152
다. ‘사회ㆍ공동체와의 관계’ 영역 ··············································158
라. ‘자연과의 관계’ 영역 ·······················································161
제7장 2022 개정 초등 도덕과 과정ㆍ기능 ·······································169
1. 과정ㆍ기능의 등장 배경 ··························································171
가. 2015 개정 교육과정 내용 체계에 대한 비판적 논의 ·····················171
나. 2022 개정 교육과정 내용 체계안의 특징 ·································173
다. 내용 체계 내 과정ㆍ기능의 구체화 ········································178
2. 과정ㆍ기능 탐색을 위한 기초 연구 ··············································179
가. 초등학교 관련 교과 시안의 과정ㆍ기능 탐색 및 시사점 ·················179
나. 중학교 도덕 및 고등학교 도덕과 선택과목 시안의 과정ㆍ기능 탐색 및 시사점 ·······195
3. 도덕과 과정ㆍ기능 구체화를 위한 매트릭스 ······································197
가. 기초 연구의 시사점 ························································197
나. 도덕과 과정ㆍ기능 매트릭스 ···············································200
제8장 2022 개정 초등 도덕과 ‘자신과의 관계’ 영역 내용 구성 ············207
1. ‘자신과의 관계’ 영역의 의미 ·····················································208
2. ‘자신과의 관계’ 영역의 내용 ·····················································210
가. ‘나는 왜 소중한 사람인가?’ ················································210
나. ‘어떤 사람을 정직한 사람이라고 하는가?’ ································213
다. ‘성실하게 살아야 하는 이유는 무엇인가?’ ································216
라. ‘왜 도덕적 행동을 해야 하는가?’ ··········································220
마. ‘자주적으로 살아야 하는 이유는 무엇일까?’ ······························224
바. ‘자신의 생활을 반성하는 일은 왜 중요할까?’ ·····························227
사. 〈진로 연계 주제〉: ‘자신이 하고 싶은 일을 선택할 때 어떤 것을 고려해야 할까?’ ··231
3. ‘자신과의 관계’ 영역 통합성 ·····················································231
가. 내용 간의 통합성 ···························································231
나. 학습자 발달 수준 고려한 내용 조직 ·······································233
제4부 2022 개정 초등 도덕과 교육과정 교수ㆍ학습 및 평가
제9장 2022 개정 초등 도덕과 교수ㆍ학습 ·······································245
1. 2022 개정 초등 도덕과 교육과정에서 교수ㆍ학습의 의미 ·······················247
가. 2022 개정 교육과정 교수ㆍ학습의 지향: 역량 함양을 위한 주도적인 인간상 형성 ··248
나. 2022 개정 교육과정 교수ㆍ학습의 범주: 3차원 내용 체계 구현 ········250
다. 평가와 연계될 수 있는 교수ㆍ학습 ········································253
2. 초등 도덕과 교육과정 1차연구 시안의 교수ㆍ학습 특징 ·························255
가. 학습자 주도성 강화를 위한 교수ㆍ학습 ···································255
나. 역량 강화 실효적 도덕함 교수ㆍ학습 ······································259
다. 도덕성 형성을 위한 다중 중첩의 교수ㆍ학습 ·····························260
3. 초등 도덕과 교수ㆍ학습 탐색을 위한 기초 ·······································262
가. 2022 개정 교육과정 총론 관점에서 검토 ·································263
나. 초등학교 관련 교과와의 비교ㆍ검토 ·······································265
다. 중학교 도덕 및 고등학교 도덕과 선택과목과의 비교ㆍ검토 ··············266
4. 2022 개정 초등 도덕과 교육과정 1차연구 시안의 교수ㆍ학습 분석 ·············268
가. 학습자 주도성 강화 교수ㆍ학습 차원 ······································268
나. 역량 강화 실효적 도덕함 교수ㆍ학습 차원 ································270
다. 도덕성 형성을 위한 다중 중첩의 교수ㆍ학습 차원 ·······················272
제10장 2022 개정 초등 도덕과 평가 ···············································277
1. 2022 개정 초등 도덕과 교육과정의 평가 ········································279
가. 3차원 내용 체계 구현을 위한 평가 ·······································280
나. 교수ㆍ학습을 강화하는 평가 ···············································282
2. 평가 분석을 위한 기초 ···························································283
가. 초등학교 관련 교과 평가 분석 ············································283
나. 중학교 도덕 및 고등학교 도덕과 선택과목 평가 분석 ····················285
3. 2022 개정 초등 도덕과 교육과정의 평가 분석 ··································286
가. 학습자의 주도성 강화를 위한 평가 ········································287
나. 역량 강화를 위한 실효적인 도덕함 중심의 수행평가 ·····················289
다. 도덕성 형성을 위한 다중 중첩의 평가 ····································291
4. 1차연구 시안의 초등 도덕과 평가에 대한 분석 ··································293
가. 학습자의 주도성이 강화되는 평가 ·········································294
나. 역량 강화 실효적 도덕함 중심의 수행 평가 ······························298
다. 도덕성 형성을 위한 다중 중첩의 평가 ····································301
제5부 2022 개정 초등 도덕과 교육과정의 현장 적용
제11장 2022 개정 초등 도덕과의 다중 중첩성 수업 ····························313
1. 도덕성 형성을 위한 통합적 노력 ·················································316
가. 통합적 도덕성 도입 ························································316
나. 단순 통합 개선 ·····························································318
다. 체화된 지식과 역량 강조 ··················································320
2. 2022 개정 초등 도덕과 교육과정의 다중 중첩성 ································322
가. 하나의 동인에 의한 도덕성 형성의 편협성 ································322
나. 도덕성 형성의 다중 중첩적 통합 ··········································324
다. 3차원 내용 체계의 입체적 다중 중첩성 ···································326
3. 2022 개정 초등 도덕과 교수ㆍ학습 과정의 구체화 수업안 예시 ················328
가. 2015 개정 도덕과 교육과정의 한계 ·······································328
나. 도덕성 형성을 위한 다중 중첩의 4차시 교수ㆍ학습 과정안 예시 ········332
다. 성취기준의 다중 중첩성 ····················································345
제12장 2022 개정 초등 도덕과 평가를 위한 수행과제 ·························351
1. 이해중심 교육과정에서 평가의 특징 ··············································353
가. 이해의 증거로서 평가의 의미 ··············································353
나. 이해의 여섯 가지 측면을 활용한 평가 방향 ······························358
2. 2022 개정 초등 도덕과 평가를 위한 수행과제 개발 ·····························365
가. GRASPS 모델을 바탕으로 한 수행과제의 특징 ···························365
나. 영역별 도덕과 수행과제의 실제 ···········································367
제13장 2022 개정 초등 도덕과 교육과정에 따른 교과서 편찬 방향과 단원 개발 방안 ·383
1. 현행 도덕과 교과서의 편찬 특징 ·················································384
가. 현행 교과서 편찬 방향 분석 ···············································387
2. 현행 초등 도덕과 교과서 단원 구성의 현황과 한계 ······························390
가. 현행 교과서 단원 구성 현황 및 특징 ·····································390
나. 현행 교과서 단원 구성의 한계 ············································394
3. 2022 개정 초등 도덕과 교육과정에 따른 교과서 편찬 방향 ·····················395
가. 교육과정과 교과서의 연계성 확보 ·········································396
나. 단원 및 차시 구성의 유연함 ···············································396
다. 교사의 자율성 확대 ························································397
라. 깊이 있는 학습을 위한 학생 실생활과의 연계성 강화 ····················398
4. 2022 개정 초등 도덕과 교육과정에 따른 교과서 단원 개발 예시 ···············398
가. 역량 기반 도덕 교과서 단원 구성 방안 ···································399
나. 단원 및 차시 구성 방안 예시 ··············································405
5. 교과서 단원 개발 예시: 생명존중 관련 성취기준을 중심으로 ····················407
에필로그 ‘2022 개정 교육과정’의 인간상과 초등 도덕 교과의 역할 ········419
1. 서론 ··············································································419
2. 2022 개정 교육과정의 인간상에 관한 논의 ······································421
가. 인재(人才)인가, 사람인가? ··················································421
나. 포용성과 창의성, 자기 주도성 사이 ·······································424
3. ‘2022 개정 도덕과 교육과정’의 인간상 구현을 위한 초등 도덕 교과의 역할과 책임 ·427
가. ‘2022 도덕과 교육과정’의 인간상과 도덕함 ······························427
나. 초등 도덕 교과의 위상과 역할 ············································431
4. 맺음말 ···········································································432
찾아보기 ·············································································436
도서명 : 2022 개정 교육과정과 초등 도덕과교육
저자/출판사 : 이경원,박병기,김철호,박영주,김아영,김완수,강희원,이, 교육과학사
쪽수 : 448쪽
출판일 : 2023-01-30
ISBN : 9788925417608
정가 : 24000
머리말 / 3
제1부 2022 개정 초등 도덕과 교육과정의 시작
제1장 2022 개정 초등 도덕과 교육과정의 이론적 토대 ························15
1. 브루너(J. Bruner) 지식의 구조론 ·················································16
가. 브루너(J. Bruner)의 지식의 구조 ···········································16
나. 역량 개발과 핵심 아이디어 ·················································19
다. 초등 도덕과 핵심 아이디어 ·················································21
2. 위긴스와 맥타이(Wiggins & McTighe)의 이해중심 교육과정 ····················23
가. 이해중심 교육과정과 지식ㆍ이해 ············································23
나. 위긴스와 맥타이의 과정의 구조론과 과정ㆍ기능 ···························25
3. 듀이(J. Dewey)의 교변작용(transaction)과 역량 상승작용 ·······················29
제2장 2022 개정 초등 도덕과 교육과정의 성격과 목표 ························35
1. 통합적 도덕성 ·····································································36
가. 개인적 도덕성과 사회구조적 도덕성 ········································37
나. 인지ㆍ정의ㆍ행동의 다중 중첩 도덕성 ······································38
2. 역량 함양 실효적 도덕함 ··························································40
3. 도덕적 인간과 정의로운 시민 ·····················································42
제3장 역량 중심의 2022 개정 초등 도덕과 교육과정 ··························47
1. 역량 중심 교육 관점에서의 2022 개정 교육과정 ·································49
가. 교육목표: 삶과 연계한 역량 교육 강화 ·····································49
나. 교육방향: 교육과정의 학습자 주도성 강화 ·································53
다. 교육 패러다임의 전환: 변혁적 역량 ········································57
2. 2022 개정 초등 도덕과 교육과정에서의 역량 함양 ·······························60
가. 가치관계확장법을 통한 영역 설정 ··········································60
나. 핵심 아이디어의 등장 ·······················································62
다. 화두형 질문(핵심 질문) ······················································65
제2부 2022 개정 초등 도덕과 교육과정 방향
제4장 2022 개정 초등 도덕과 교육과정 개발 방향 ·····························77
1. 초등 도덕과 교육과정 개발의 중점 요구사항 ······································78
가. 학습자 주도성을 기초로 역량을 기를 수 있도록 설계 ·····················78
나. 소수 핵심 아이디어 중심으로 학습 내용의 엄격성과 연결성 강화 ········83
다. 교과 고유의 사고와 탐구를 명료화하여 깊이 있는 학습 지원 ·············86
2. 도덕과 내용 체계의 구성 ··························································87
가. 지식ㆍ이해: 전이가 높은 지식과 수행으로 터득되는 이해 강조로 역량 함양 강화 ·····88
나. 과정ㆍ기능: 깊은 이해를 위한 과정ㆍ기능에 사고 과정도 포함됨에 주목 ···91
다. 가치ㆍ태도: 교과목표를 추구하게 만드는 동력으로서의 정서적 태도 ·····94
3. 내용 체계표의 개발 방향 ··························································97
가. 내용구성원리(가치관계확장법)의 수정 방향 ·································97
나. 내용 체계의 구성 방향 ·····················································100
제5장 2022 개정 초등 도덕과 교육과정의 국가ㆍ사회적 요구 ··············111
1. 기존 도덕과 교육과정의 국가ㆍ사회적 요구 반영 실태 ···························113
가. 2011 개정 도덕과 교육과정 ···············································113
나. 2015 개정 도덕과 교육과정: 창의ㆍ융합형 인재 양성 ···················116
2. 2022 개정 초등학교 도덕과 교육과정의 국가ㆍ사회적 요구 분석 ···············117
가. 디지털 소양 교육 ···························································117
나. 생태전환교육 ································································120
다. 시민교육 ····································································121
3. 국가ㆍ사회적 요구 반영 방향 탐색 ··············································124
가. 인간 중심의 디지털 소양교육 ··············································124
나. 지속 가능한 삶을 위한 생태전환교육 ·····································127
다. 관계에서 시작하는 시민교육 ···············································129
제3부 2022 개정 초등 도덕과 교육과정 내용 체계
제6장 2022 개정 초등 도덕과 핵심 아이디어 ···································137
1. 핵심 아이디어의 의미 ····························································139
가. ‘핵심 개념’을 보완하는 ‘핵심 아이디어’ ··································139
나. 핵심 아이디어의 도출 기준 ················································141
다. 도덕과 핵심 아이디어의 개발 방향 ········································142
2. 도덕과 영역별 핵심 아이디어 ····················································145
가. ‘자신과의 관계’ 영역 ·······················································145
나. ‘타인과의 관계’ 영역 ·······················································152
다. ‘사회ㆍ공동체와의 관계’ 영역 ··············································158
라. ‘자연과의 관계’ 영역 ·······················································161
제7장 2022 개정 초등 도덕과 과정ㆍ기능 ·······································169
1. 과정ㆍ기능의 등장 배경 ··························································171
가. 2015 개정 교육과정 내용 체계에 대한 비판적 논의 ·····················171
나. 2022 개정 교육과정 내용 체계안의 특징 ·································173
다. 내용 체계 내 과정ㆍ기능의 구체화 ········································178
2. 과정ㆍ기능 탐색을 위한 기초 연구 ··············································179
가. 초등학교 관련 교과 시안의 과정ㆍ기능 탐색 및 시사점 ·················179
나. 중학교 도덕 및 고등학교 도덕과 선택과목 시안의 과정ㆍ기능 탐색 및 시사점 ·······195
3. 도덕과 과정ㆍ기능 구체화를 위한 매트릭스 ······································197
가. 기초 연구의 시사점 ························································197
나. 도덕과 과정ㆍ기능 매트릭스 ···············································200
제8장 2022 개정 초등 도덕과 ‘자신과의 관계’ 영역 내용 구성 ············207
1. ‘자신과의 관계’ 영역의 의미 ·····················································208
2. ‘자신과의 관계’ 영역의 내용 ·····················································210
가. ‘나는 왜 소중한 사람인가?’ ················································210
나. ‘어떤 사람을 정직한 사람이라고 하는가?’ ································213
다. ‘성실하게 살아야 하는 이유는 무엇인가?’ ································216
라. ‘왜 도덕적 행동을 해야 하는가?’ ··········································220
마. ‘자주적으로 살아야 하는 이유는 무엇일까?’ ······························224
바. ‘자신의 생활을 반성하는 일은 왜 중요할까?’ ·····························227
사. 〈진로 연계 주제〉: ‘자신이 하고 싶은 일을 선택할 때 어떤 것을 고려해야 할까?’ ··231
3. ‘자신과의 관계’ 영역 통합성 ·····················································231
가. 내용 간의 통합성 ···························································231
나. 학습자 발달 수준 고려한 내용 조직 ·······································233
제4부 2022 개정 초등 도덕과 교육과정 교수ㆍ학습 및 평가
제9장 2022 개정 초등 도덕과 교수ㆍ학습 ·······································245
1. 2022 개정 초등 도덕과 교육과정에서 교수ㆍ학습의 의미 ·······················247
가. 2022 개정 교육과정 교수ㆍ학습의 지향: 역량 함양을 위한 주도적인 인간상 형성 ··248
나. 2022 개정 교육과정 교수ㆍ학습의 범주: 3차원 내용 체계 구현 ········250
다. 평가와 연계될 수 있는 교수ㆍ학습 ········································253
2. 초등 도덕과 교육과정 1차연구 시안의 교수ㆍ학습 특징 ·························255
가. 학습자 주도성 강화를 위한 교수ㆍ학습 ···································255
나. 역량 강화 실효적 도덕함 교수ㆍ학습 ······································259
다. 도덕성 형성을 위한 다중 중첩의 교수ㆍ학습 ·····························260
3. 초등 도덕과 교수ㆍ학습 탐색을 위한 기초 ·······································262
가. 2022 개정 교육과정 총론 관점에서 검토 ·································263
나. 초등학교 관련 교과와의 비교ㆍ검토 ·······································265
다. 중학교 도덕 및 고등학교 도덕과 선택과목과의 비교ㆍ검토 ··············266
4. 2022 개정 초등 도덕과 교육과정 1차연구 시안의 교수ㆍ학습 분석 ·············268
가. 학습자 주도성 강화 교수ㆍ학습 차원 ······································268
나. 역량 강화 실효적 도덕함 교수ㆍ학습 차원 ································270
다. 도덕성 형성을 위한 다중 중첩의 교수ㆍ학습 차원 ·······················272
제10장 2022 개정 초등 도덕과 평가 ···············································277
1. 2022 개정 초등 도덕과 교육과정의 평가 ········································279
가. 3차원 내용 체계 구현을 위한 평가 ·······································280
나. 교수ㆍ학습을 강화하는 평가 ···············································282
2. 평가 분석을 위한 기초 ···························································283
가. 초등학교 관련 교과 평가 분석 ············································283
나. 중학교 도덕 및 고등학교 도덕과 선택과목 평가 분석 ····················285
3. 2022 개정 초등 도덕과 교육과정의 평가 분석 ··································286
가. 학습자의 주도성 강화를 위한 평가 ········································287
나. 역량 강화를 위한 실효적인 도덕함 중심의 수행평가 ·····················289
다. 도덕성 형성을 위한 다중 중첩의 평가 ····································291
4. 1차연구 시안의 초등 도덕과 평가에 대한 분석 ··································293
가. 학습자의 주도성이 강화되는 평가 ·········································294
나. 역량 강화 실효적 도덕함 중심의 수행 평가 ······························298
다. 도덕성 형성을 위한 다중 중첩의 평가 ····································301
제5부 2022 개정 초등 도덕과 교육과정의 현장 적용
제11장 2022 개정 초등 도덕과의 다중 중첩성 수업 ····························313
1. 도덕성 형성을 위한 통합적 노력 ·················································316
가. 통합적 도덕성 도입 ························································316
나. 단순 통합 개선 ·····························································318
다. 체화된 지식과 역량 강조 ··················································320
2. 2022 개정 초등 도덕과 교육과정의 다중 중첩성 ································322
가. 하나의 동인에 의한 도덕성 형성의 편협성 ································322
나. 도덕성 형성의 다중 중첩적 통합 ··········································324
다. 3차원 내용 체계의 입체적 다중 중첩성 ···································326
3. 2022 개정 초등 도덕과 교수ㆍ학습 과정의 구체화 수업안 예시 ················328
가. 2015 개정 도덕과 교육과정의 한계 ·······································328
나. 도덕성 형성을 위한 다중 중첩의 4차시 교수ㆍ학습 과정안 예시 ········332
다. 성취기준의 다중 중첩성 ····················································345
제12장 2022 개정 초등 도덕과 평가를 위한 수행과제 ·························351
1. 이해중심 교육과정에서 평가의 특징 ··············································353
가. 이해의 증거로서 평가의 의미 ··············································353
나. 이해의 여섯 가지 측면을 활용한 평가 방향 ······························358
2. 2022 개정 초등 도덕과 평가를 위한 수행과제 개발 ·····························365
가. GRASPS 모델을 바탕으로 한 수행과제의 특징 ···························365
나. 영역별 도덕과 수행과제의 실제 ···········································367
제13장 2022 개정 초등 도덕과 교육과정에 따른 교과서 편찬 방향과 단원 개발 방안 ·383
1. 현행 도덕과 교과서의 편찬 특징 ·················································384
가. 현행 교과서 편찬 방향 분석 ···············································387
2. 현행 초등 도덕과 교과서 단원 구성의 현황과 한계 ······························390
가. 현행 교과서 단원 구성 현황 및 특징 ·····································390
나. 현행 교과서 단원 구성의 한계 ············································394
3. 2022 개정 초등 도덕과 교육과정에 따른 교과서 편찬 방향 ·····················395
가. 교육과정과 교과서의 연계성 확보 ·········································396
나. 단원 및 차시 구성의 유연함 ···············································396
다. 교사의 자율성 확대 ························································397
라. 깊이 있는 학습을 위한 학생 실생활과의 연계성 강화 ····················398
4. 2022 개정 초등 도덕과 교육과정에 따른 교과서 단원 개발 예시 ···············398
가. 역량 기반 도덕 교과서 단원 구성 방안 ···································399
나. 단원 및 차시 구성 방안 예시 ··············································405
5. 교과서 단원 개발 예시: 생명존중 관련 성취기준을 중심으로 ····················407
에필로그 ‘2022 개정 교육과정’의 인간상과 초등 도덕 교과의 역할 ········419
1. 서론 ··············································································419
2. 2022 개정 교육과정의 인간상에 관한 논의 ······································421
가. 인재(人才)인가, 사람인가? ··················································421
나. 포용성과 창의성, 자기 주도성 사이 ·······································424
3. ‘2022 개정 도덕과 교육과정’의 인간상 구현을 위한 초등 도덕 교과의 역할과 책임 ·427
가. ‘2022 도덕과 교육과정’의 인간상과 도덕함 ······························427
나. 초등 도덕 교과의 위상과 역할 ············································431
4. 맺음말 ···········································································432
찾아보기 ·············································································436
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