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특수교육 교육과정 재구성



도서명 : 특수교육 교육과정 재구성
저자/출판사 : 김영미 , 김혜리 , 한경화 , 김정미 , 김동인, 교육과학사
쪽수 : 288쪽
출판일 : 2024-02-28
ISBN : 9788925418674
정가 : 17000

머리말 / 2

제 1 부 응답하라! 특수교육 교육과정 재구성

제 1 장 특수교육 교육과정 총론 ··········································································· 11
1. 특수교육 교육과정의 변천 과정 및 법적 근거 ········································11
1) 변천 과정 ····································································································11
2) 법적 근거 ····································································································17
2. 2022 개정 특수교육 교육과정 총론의 주요 내용 ··································19
1) 유치원 교육과정 ·························································································24
2) 공통 교육과정 및 선택 중심 교육과정 ·····················································25
3) 기본 교육과정 ·····························································································28

제 2 장 2022 개정 특수교육 교육과정 각론 ························································· 33
1. 2022 개정 특수교육 교육과정 각론의 특징 ···········································33
2. 기본 교육과정 교과별 주요 내용 ·····························································36
1) 통합교과: 바른 생활, 슬기로운 생활, 즐거운 생활 ··································36
2) 국어 ·············································································································40
3) 사회 ·············································································································42
4) 수학 ·············································································································43
5) 과학 ·············································································································45
6) 실과 ·············································································································46
7) 진로와 직업 ································································································48
8) 체육 ·············································································································49
9) 음악 ·············································································································51
10) 미술 ··········································································································52
11) 선택: 정보통신 활용 ················································································53
12) 선택: 생활영어 ·························································································54
13) 선택: 보건 ································································································55
14) 창의적 체험활동 ·······················································································57
15) 일상생활 활동 ···························································································59

제 3 장 교육과정 재구성 이론과 전략 ··································································· 61
1. 교육과정 재구성을 위해 교사가 갖추어야 할 능력 ·································65
2. 교육과정 재구성 유형 ···············································································69
3. 교육과정 재구성 이론 ···············································································73
1) 교육과정 문서와 자료의 구분 ····································································74
2) 교육과정 재구성 과정 ················································································76
3) 교사 교육과정 개발을 위한 교육과정 재구성 과정 ··································77
4) 백워드 설계 모형에 따른 재구성 ······························································82
5) 개념 기반 교육과정 설계에 따른 재구성 ··················································91

제 2 부 특수교육 교육과정 재구성 수업을 만나다!

제 1 장 교과 내 교육과정 재구성 ······································································· 107
1. 제재 중심 교육과정 재구성 및 교수ㆍ학습 설계 ··································107
1) 1단계: 재구성할 제재를 선정한다. ·························································108
2) 2단계: 재구성 목적 및 의도를 설정한다. ··············································109
3) 3단계: 학습자 수준을 분석한다. ·····························································109
4) 4단계: 제재 중심 교육과정 주제망을 구성한다.(매개체 선정) ··············111
5) 5단계: 제재 중심의 교육과정 재구성 및 구성표를 작성한다. ···············112
6) 6단계: 제재 중심의 구체적인 지도안을 작성한다. ·································114
2. 프로젝트 학습을 위한 단원 간 교육과정 재구성 및 교수ㆍ학습 설계 119
1) 프로젝트 주제를 정하고 주제망을 구성한다. ··········································121
2) 프로젝트 학습을 기획하고 준비한다. ······················································123
3) 프로젝트 학습을 실행한다. ······································································130

제 2 장 주제 통합 교육과정 재구성 및 교수ㆍ학습 설계 ···································· 137
1. 교과 간 교육과정 재구성 ········································································140
1) 학습자 수준 분석 ·····················································································140
2) 주제 선정을 위한 교과 마인드맵 작성 ···················································140
3) 주제 선정 및 재구성 이유 작성 ······························································141
4) 주제별 관련 교육과정 분석 및 단원 지도 계획 ·····································142
5) 재구성 주제망 및 지도계획 수립 ····························································143
6) 「대장 붕어의 먹이 일기」 주제에 따른 교과 간 내용의 재구성 ···········145
7) 주제별 상세 수업 계획안 작성 및 실행 ·················································146
2. 교과와 창의적 체험활동 간 교육과정 재구성: 인권교육을 주제로 ······ 148
1) 주제선정을 위한 창의적 체험활동 마인드맵 작성 ··································148
2) 주제선정 및 재구성 이유 작성 ································································150
3) 주제별 관련 단원 추출 및 주제별 교과 구성표 작성 ····························151
4) 재구성 주제망 작성 ··················································································155
5) 관련 단원 분석 및 재구성 구성안 작성 ·················································156
6) 주제별 상세 수업 계획안 작성 및 실행 ·················································157

제 3 부 특수교육 교육과정을 요리하다!!

제 1 장 성취기준 중심 교육과정 재구성 ······························································ 163
1. 성취기준 중심 교육과정 재구성의 의미 ·················································163
1) 성취기준 분석 ···························································································164
2) 성취기준과 평가 계획 ··············································································166
3) 수업 활동 구성 ·························································································168
2. 사례로 알아보는 성취기준 중심 교육과정 재구성 ·································169
1) 학급 특성 분석 ·························································································169
2) 성취기준 분석 ···························································································170
3) 평가 계획 ··································································································170
4) 수업 활동 구성 ·························································································171
5) 차시별 수업 실행 ·····················································································172

제 2 장 기본 교육과정 성취기준에 준거한 특수학교 교육과정 ··························· 175
1. 교과별 성취기준 학년별 분류 ·································································176
2. 성취기준에 따른 교과 교육과정(내용) 계획 ···········································181
3. 성취기준에 따른 교과평가 계획 ·····························································183
4. 성취기준에 근거한 평가기술 ···································································185
5. 교사 교육과정 실천을 위한 기타 고려 사항들 ······································186

제 3 장 환경과 연계한 전공과 수업 구성 ···························································· 189
1. 특수학교 전공과 교육과정 ······································································190
1) 교육과정 편제와 구성 ············································································190
2) 교과(식품가공) 성취기준 선정 ·······························································191
3) 교과(식품가공) 내용체계 ········································································193
4) 학년별 교과(식품가공) 성취기준과 지도 요소 ······································195
5) 교과(식품가공) 교육과정 ········································································197
2. 교과(식품가공) 교육과정과 연계한 생태전환교육 ··································198
1) 성취기준에 부합하는 지도내용 선정 ·······················································199
2) 생태전환교육 교사용 준비자료 ································································200
3) 생태전환교육 학생용 제시자료 ································································204
3. 생태전환교육 연계 실천 중점 ·································································205

부록 1 중도중복장애 학생을 위한 교과 연계 교육과정 재구성 ·························· 209
부록 2 2022 개정 특수교육 교육과정 교과별 내용 체계 ·································· 244
참고문헌 ············································································································280
찾아보기 ············································································································283




체화된 마음과 뇌



도서명 : 체화된 마음과 뇌
저자/출판사 : 이영의 , 숀 갤러거 , 김종갑 , 최재목 , 박길수, 한국문화사
쪽수 : 327쪽
출판일 : 2024-02-23
ISBN : 9791169191869
정가 : 26000

머리말

1. 이영의 뇌중심주의의 한계: 부분·전체 원리를 중심으로
2. 숀 갤러거 신경중심주의와 좁은 심리철학에 대한 비판
3. 김종갑 뇌와 몸, 세계: 체화인지의 몸은 무엇인가? - 뱀의 몸을 가진 회계사를 중심으로
4. 최재목 동양철학에서 본 뇌(腦)와 심(心)의 상관성
5. 박길수 양명학에서 뇌의 신체성과 마음의 관계 및 특징
6. 정혜윤 거울뉴런계가 예술에 대해 말해주는 것
7. 한곽희 그린(J. Greene)의 신경이미지 실험에 대한 철학적 고찰
8. 강태경 법 앞에 선 뇌, 뇌 안에 갇힌 법
9. 강신익 플라세보, 몸이 된 마음에서 열린 몸으로
10. 이상욱 인터렉티브 스토리텔링 콘텐츠에서의 정서유발 전략

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