머리말···············································································································3서문···················································································································81부 초등학교 교육과정의 이해Ⅰ. 근·현대 국가 교육과정의 발전과 한계················································· 131. 우리나라 근·현대 국가 교육과정의 역사 ··················································132. 세계 속에서 우리나라 교육과정의 위상과 한계 ·········································173. 학교 교육과정 편성·운영의 책무성과 자율성 강화 ·································19가. 교육과정 결정의 분권화·········································································19나. 학교 교육과정·운영의 책무성과 자율성 ·············································20Ⅱ. 국가 교육과정을 둘러싼 환경 변화······················································ 231. 교육과정 기준 개선의 필요성·······································································24가. 성취기준의 도입 ······················································································24나. 2009 개정 교육과정에 도입된 성취기준 관련 문서 ···························26다. 성취기준 개선의 필요성·········································································332. 핵심 역량 교육과정 도입의 요구 ·································································34가. OECD의 DeSeCo 프로젝트 ···································································34나. 지역수준 교육과정의 변화······································································36다. 국가수준의 핵심 역량 교육과정 도입 ·················································393. 교육관련 법규의 신설 ····················································································41가. 공교육정상화법 ························································································42나. 인성교육진흥법 ························································································44다. 진로교육법 ································································································46라. 교육관련 법규와 범교과 학습 주제 ·······················································46Ⅲ. 2015 개정 교육과정의 이해-초등학교 교육과정을 중심으로- ················ 511. 총론··················································································································52가. 교육과정 구성의 방향 ···········································································52나. 학교 급별 교육과정 편성·운영 기준 ···················································54다. 학교 교육과정 편성·운영·····································································55라. 학교 교육과정 지원·················································································562. 교과 교육과정 ·································································································56가. 핵심 개념(big idea) ················································································57나. 핵심 역량(core competency) ································································593. 창의적 체험활동 ·····························································································64가. 창의적 체험활동의 영역과 활동 ····························································64나. 학교 교육과정 편성·운영의 주체로서 학교의 자율성 강조 ··············68Ⅳ. 교육과정 편성·운영의 원리와 방법······················································ 711. 교육과정 편성·운영의 기초 ········································································71가. 국가, 시·도, 학교 교육과정 ·································································71나. 학교, 학년, 학급 교육과정 ·····································································752. 교육과정 편성 방법 ·······················································································82가. 목표 중심 설계 모형 ···············································································82나. 백워드(역행 설계) 모형 ···········································································85다. 성취기준 재구성 ····················································································882부 교육과정 재구성의 실제Ⅰ. 학생 발달 특성과 교육적 요구····························································· 951. 1~2학년군 학생의 발달 특성과 교육적 요구 ············································962. 3~4학년군 학생의 발달 특성과 교육적 요구 ··········································1003. 5~6학년군 학생의 발달 특성과 교육적 요구 ··········································103Ⅱ. 성취기준에 따른 재구성······································································· 1071. 핵심 성취기준에 따른 재구성의 방법···················································1072. 핵심 성취기준에 따른 재구성의 실제···················································109가. 1~2학년군 ·····························································································110나. 3~4학년군 ·····························································································117다. 5~6학년군 ·····························································································126Ⅲ. 주제 통합 중심 재구성········································································· 1391. 주제 통합 중심 재구성의 방법······························································1392. 주제 통합 중심 재구성의 실제······························································141가. 1~2학년군 ·····························································································141나. 3~4학년군 ·····························································································158다. 5~6학년군 ·····························································································169Ⅳ. 이해중심의 역행설계 모형(백워드 교육과정) 재구성························· 1771. 재구성의 방법 ·······························································································1772. 백워드 설계모형 재구성의 사례·································································185가. 1학년 ······································································································185나. 2학년 ······································································································196다. 3학년 ······································································································206라. 4학년 ······································································································216마. 5학년 ······································································································229바. 6학년 ······································································································239Ⅴ. 인성교육 프로그램················································································ 2531. 인성교육과 핵심 가치·덕목과 의미·························································2532. 인성교육 중심의 교육과정 재구성 방법 ····················································2563. 인성교육 프로그램의 사례 ··········································································258가. 1학년 ······································································································258나. 2학년 ····································································································266다. 3학년 ····································································································272라. 4학년 ····································································································278마. 5학년 ······································································································285바. 6학년 ······································································································292참고문헌······································································································· 300