장바구니 담기 close

장바구니에 상품을 담았습니다.

장바구니로 계속쇼핑하기
통합교과의 이론과 실제
미리보기

통합교과의 이론과 실제

  • 김승호
  • |
  • 교육과학사
  • |
  • 2015-08-30 출간
  • |
  • 336페이지
  • |
  • 188 X 234 mm
  • |
  • ISBN 9788925409351
판매가

15,000원

즉시할인가

14,850 원

배송비

2,500원

(제주/도서산간 배송 추가비용:3,000원)

추가상품
상품선택
독서대 7,900원 독서대 선택안함 0원
수량
+ -
총주문금액
14,850원

이 상품은 품절된 상품입니다

※ 스프링제본 상품은 반품/교환/환불이 불가능하므로 신중하게 선택하여 주시기 바랍니다.

북스크린영상으로 만나보는 한 권의 책 이야기

출판사서평




＃ 책 소개
통합교과는 지식을 다루거나 전수하는 맥락에서 필연적으로 수반될 수밖에 없는 근본적인 문제의식이다. 이 때문에 동서고금을 막론하고 지식을 잘 가르치고자 하는 맥락에서는 늘 통합교과 문제의식은 부각되어 왔으며, 해방 이후 우리나라 초등학교 1, 2학년에서 줄곧 강조되어 온 통합교과서 또한 그러한 문제의식을 상징적으로 잘 보여주고 있다. 어쩌면 미국의 진보주의에서 시작된 통합교과 논의는 그들이 얼마나 엄청나게 중요한 문제의식을 건드렸는지 모르는 채 통합교과의 특정 가지에만 매달렸는지도 모른다.
저자들은 동일한 ‘curriculum integration’의 번역으로서 ‘통합교육과정’이라는 말보다는 기왕이면 ‘통합교과’라는 용어를 선호한다. 통합교육과정이라는 말은 현실에 구체적으로 존재하는 특정 교육과정이라는 뉘앙스를 강하게 풍기기 때문이다. 이 용어를 가지고서는 이상에서 설명한 거대한 통합교과 현상을 도저히 담아내기 어렵다. 또한 통합교육과정이라는 말은 이제까지 오염되어서 그런지 몰라도 교과의 현실적 운영이라든지 한낱 교육방법이라는 인상을 일반인들에게 줄 우려가 있다. 통합교과는 ‘통합교육과정’, ‘교과 통합’, ‘통합교과서’, ‘통합적 교육프로그램’, ‘교과의 통합적 운영’ 이전에 그것들 모두를 포괄하는 하나의 ‘교육이념’이다.


목차


제1부 통합교과의 이론
Ⅰ. 통합교과의 의미 ····················································································13
1. 통합교과 개념의 혼란 ··············································································13
2. 마음 밖의 통합과 마음 안의 통합 ·····························································20
3. 통합교과와 교과교육론의 공통과제 ····························································36

Ⅱ. 통합교과와 전인교육의 관계 ····································································43
1. 전인교육에 대한 두 가지 접근방식 ····························································43
2. 통합교과의 재개념화 ·················································································51
3. 전인교육과 통합교과의 관계 ·····································································61

Ⅲ. 통합교과의 역사 ··················································································65
1. 서양의 통합교과 역사 ··············································································65
2. 초등학교 통합교과의 변천 ·········································································67
3. 초등학교 통합교과의 위치 ·········································································80

Ⅳ. 통합교과의 이론적 근거 ··········································································87
1. 통합교과의 존재론적 근거: 세계 ································································90
2. 통합교과의 인식론적 근거: 마음 ································································94
3. 통합교과의 가치론적 근거: 능력 ······························································102

Ⅴ. 통합교과의 교수방법 ·············································································109
1. 통합교과 교수방법의 존재 가능성 ····························································109
2. 통합교과 교수 4단계 ··············································································111
3. 통합교과 교수에 있어서 교사의 위치 ·······················································118


제2부 통합교과의 실제
Ⅰ. Ingram의 통합교과 유형 ·······································································129
1. 구조적 접근방법: 양적 접근방법과 질적 접근방법 ······································131
2. 기능적 접근방법: 내재적 접근방법과 외재적 접근방법 ································135

Ⅱ. Jacobs의 통합교과 유형 ········································································139
1. 학문 기초 설계 ·····················································································140
2. 학문 병렬 설계 ·····················································································141
3. 다학문적 설계: 보완적인 학문 단원 또는 과정 ···········································142
4. 간학문적 단원 또는 과정 설계 ·································································142
5. 통합의 날 설계 ····················································································143
6. 완전 프로그램 설계 ················································································144

Ⅲ. Fogarty의 통합교과 유형 ·······································································147
1. 분절형 ·································································································150
2. 연결형 ······························································································152
3. 동심원형 ···························································································153
4. 계열형 ·····························································································155
5. 공유형 ·····························································································157
6. 거미줄형 ··························································································158
7. 실로꿴형 ························································································160
8. 통합형 ·····························································································161
9. 몰입형 ····························································································162
10. 네트워크형 ···························································································164

Ⅳ. Drake의 통합교과 유형 ·········································································167
1. 다학문적 접근방법 ·················································································167
2. 간학문적 접근방법 ·············································································171
3. 초학문적/실생활 접근방법 ····································································173
4. 세 가지 교육과정 통합의 접근방법의 비교 ···············································177
5. 교수 전략 개발하기 ············································································180

Ⅴ. 주제 중심 통합교과 유형 ····································································183
1. 문제사태 중심의 통합 ·············································································183
2. 일반 화제 중심의 통합 ···········································································184
3. 교과내용 중심의 통합 ············································································186
4. 핵심 개념과 원리 중심의 통합 ································································188

Ⅵ. 백워드 교육과정 모형과 통합교과의 관련 ·················································193
1. 백워드 교육과정 모형의 개요 ··································································193
2. 백워드 교육과정 모형의 특징 ···································································194
3. 백워드 교육과정 모형의 절차 ···································································197
4. 백워드 교육과정 모형의 교육과정 통합의 실제 ··········································202

Ⅶ. KDB 교육과정 모형과 통합교과의 관련 ··················································209
1. KDB 교육과정 모형의 개요 ·····································································209
2. 간학문적 통합을 위한 KDB 교육과정 모형의 단계 ····································212
3. KDB 교육과정 모형에 기초한 간학문적 교육과정 통합 설계 과정 ················216
4. 간학문적 통합 단원: 우리가 함께 꿈꾸는 세상 ··········································230

Ⅷ. 창의융복합 인재양성교육(STEAM)과 통합교과의 관련 ······························243
1. STEAM의 개요 ·····················································································243
2. 융합인재교육(STEAM)의 활동 준거 ·························································246
3. STEAM 수업의 절차 및 유형 ·································································247
4. STEAM 교육의 세부 요소 및 평가 척도 ···················································249
5. STEAM 융합 교육과정 개발 절차 ···························································251
6. STEAM 단원 개발 사례 ··········································································252


제3부 2009 개정 초등학교 통합교과의 이해
Ⅰ. 2009 개정 초등학교 통합교과 ·······························································269
1. 2009 개정 초등학교 통합교과의 특성 ······················································269
2. 2009 개정 초등학교 통합교과의 교수ㆍ학습 ·············································273
3. 2009 개정 초등학교 통합교과 교육과정의 평가 ··········································281

Ⅱ. 2009 개정 바른 생활과 교육과정 ···························································283
1. ‘바른 생활’과의 성격 ··············································································283
2. ‘바른 생활’과의 목표 ···············································································283
3. ‘바른 생활’과의 주제별 성취 기준 및 평가 지침 ········································285
4. ‘바른 생활’과의 교수-학습 ······································································289

Ⅲ. 2009 개정 슬기로운 생활과 교육과정 ·····················································297
1. ‘슬기로운 생활’과의 성격 ·········································································297
2. ‘슬기로운 생활’과의 목표 ·········································································297
3. ‘슬기로운 생활’과의 주제별 성취 기준 및 평가 지침 ···································299
4. ‘슬기로운 생활’과의 교수ㆍ학습 ·······························································303

Ⅳ. 2009 개정 즐거운 생활과 교육과정 ························································311
1. ‘즐거운 생활’과의 성격 ···········································································311
2. ‘즐거운 생활’과의 교육 목표 ··································································311
3. ‘즐거운 생활’과의 주제별 성취 기준 및 평가 지침 ·····································313
4. ‘즐거운 생활’과의 교수ㆍ학습 ··································································317

참고문헌 ···································································································325
찾아보기 ···································································································330
추천포스트

교환 및 환불안내

도서교환 및 환불
  • ㆍ배송기간은 평일 기준 1~3일 정도 소요됩니다.(스프링 분철은 1일 정도 시간이 더 소요됩니다.)
  • ㆍ상품불량 및 오배송등의 이유로 반품하실 경우, 반품배송비는 무료입니다.
  • ㆍ고객님의 변심에 의한 반품,환불,교환시 택배비는 본인 부담입니다.
  • ㆍ상담원과의 상담없이 교환 및 반품으로 반송된 물품은 책임지지 않습니다.
  • ㆍ이미 발송된 상품의 취소 및 반품, 교환요청시 배송비가 발생할 수 있습니다.
  • ㆍ반품신청시 반송된 상품의 수령후 환불처리됩니다.(카드사 사정에 따라 카드취소는 시일이 3~5일이 소요될 수 있습니다.)
  • ㆍ주문하신 상품의 반품,교환은 상품수령일로 부터 7일이내에 신청하실 수 있습니다.
  • ㆍ상품이 훼손된 경우 반품 및 교환,환불이 불가능합니다.
  • ㆍ반품/교환시 고객님 귀책사유로 인해 수거가 지연될 경우에는 반품이 제한될 수 있습니다.
  • ㆍ스프링제본 상품은 교환 및 환불이 불가능 합니다.
  • ㆍ군부대(사서함) 및 해외배송은 불가능합니다.
  • ㆍ오후 3시 이후 상담원과 통화되지 않은 취소건에 대해서는 고객 반품비용이 발생할 수 있습니다.
반품안내
  • 마이페이지 > 나의상담 > 1 : 1 문의하기 게시판 또는 고객센터 1800-7327
교환/반품주소
  • 경기도 파주시 문발로 211 1층 / (주)북채널 / 전화 : 1800-7327
  • 택배안내 : CJ대한통운(1588-1255)
  • 고객님 변심으로 인한 교환 또는 반품시 왕복 배송비 5,000원을 부담하셔야 하며, 제품 불량 또는 오 배송시에는 전액을 당사에서부담 합니다.