제1부 특수교육 교과 교재연구와 지도의 기초제 1 장 특수교육 교과 교재연구 및 지도법의 이해 ··················································151. 교과 교재연구 및 지도법의 개념과 내용 ················································161) 교과 교재연구 및 지도법의 개념 정의 ··············································162) 교과 교재연구의 내용과 범위 ·····························································183) 교과 지도법의 내용과 범위 ································································272. 교과 교재연구 및 지도법의 진전 과정 ····················································361) 교과 교재연구와 교수법에 대한 객관주의적 접근 ·····························362) 교과 교재연구와 교수법에 대한 구성주의적 접근 ·····························383. 특수교육 교과 교재연구 및 지도법의 동향 및 과제 ······························411) 특수교육 교과 교재연구 및 지도법의 동향 ·······································412) 특수교육 교과 교재연구 및 지도법의 과제 ·······································43제 2 장 특수교육 교수방법의 이해 ·········································································511. 특수교육과 수업설계: 관련 요소의 변화 관점 ········································521) 교수ㆍ학습을 위한 수업 요소의 변화 관점 ·······································522) 교수ㆍ학습 지도 계획: 수업설계의 의미와 요소 ·······························562. 장애학생을 위한 수업 방법의 변천 ·························································571) 행동주의의 기본 관점과 수업접근 방식 ·············································582) 인지주의의 기본 관점과 수업접근 방식 ·············································613) 구성주의의 기본 관점과 수업접근 방식 ·············································653. 특수아동을 위한 수업(교수) 방법의 대안 ················································691) 특수아동 수업(교수) 방법: 표상 형식 ················································692) 특수아동 수업(교수) 방법: 처리 양식 ················································73제2부 특수교육 수업 설계와 실행제 3 장 수업이론과 모형의 특수교육 적용 ·······························································831. 수업의 개념 ·······························································································842. 수업이론 ····································································································851) Glaser의 수업이론 ··············································································862) Bruner의 수업이론 ·············································································883) Gagne?의 수업이론 ·············································································914) Ausubel의 수업이론 ··········································································953. 수업모형 ····································································································981) 문제해결학습 ························································································982) 탐구학습 ····························································································1023) 협동학습 ····························································································105제 4 장 특수교육의 수업목표 진술 ········································································1131. 수업목표의 설정과 진술 ·········································································1141) 교육목표와 수업목표 ·········································································1142) 수업목표 설정 ·················································································1283) 수업목표의 진술방식 ·········································································1314) 수업목표 진술의 문장 형식 ······························································1342. 개별화교육계획의 장ㆍ단기 목표 ···························································1351) 개별화교육계획의 개념 ·····································································1352) 개별화교육계획의 교수목표(장ㆍ단기목표) 설정과 진술 ·················136제 5 장 특수교육의 수업 전개 ··············································································1471. 수업 원리 ································································································1481) 과제 분석 ··························································································1482) 계열화 ································································································1513) 개별화 ································································································1522. 수업 절차 ································································································1551) 도입단계 ····························································································1552) 전개단계 ····························································································1613) 정리단계 ····························································································1653. 수업기술 ··································································································1681) 발문기법 ····························································································1682) 판서기술 ····························································································174제 6 장 특수교육의 수업전략 ················································································1811. 직접교수 ··································································································1821) 직접교수의 개념 ················································································1822) 장애학생에 대한 직접교수 효과의 증거 ···········································1833) 직접교수의 적용절차 ·········································································1834) 직접교수의 장ㆍ단점 ·········································································1862. 전략교수 ··································································································1881) 전략교수의 개념 ················································································1882) 장애학생에 대한 전략교수 효과의 증거 ···········································1893) 전략교수의 적용절차 ·······································································1914) 인지교수 적용상의 고려점 ································································2035) 직접교수와 전략교수 ·········································································2043. 또래교수 ··································································································2051) 또래교수의 개념 ················································································2052) 장애학생에 대한 또래교수 효과의 증거 ···········································2053) 또래교수의 유형 및 절차 ·································································206제 7 장 특수교육에서의 수업 관찰과 분석 ······························································2151. 수업 관찰과 분석의 목적 ·······································································2161) 수업 관찰과 분석의 필요성 ······························································2162) 수업 관찰과 분석의 목적 ·································································2172. 수업 관찰과 분석의 내용 ·······································································2201) 교육학적 내용 지식의 이해 ······························································2202) 수업 관찰과 분석의 내용 ·································································2223. 수업 관찰과 분석의 방법 ·······································································2221) 인지적 도제 학습의 이해 ·································································2222) 수업 관찰과 분석의 방법 ·································································2274. 수업 관찰과 분석의 실제 ·······································································2331) 양적 수업 관찰과 분석의 실제 ························································2332) 질적 수업 관찰과 분석의 실제 ························································236제3부 특수교육의 교재ㆍ교구 연구제 8 장 특수교육 교재ㆍ교구의 개념과 분류 ···························································2491. 특수교육 교재ㆍ교구의 개념 ··································································2501) 교재ㆍ교구의 개념 ············································································2502) 교재ㆍ교구의 필요성 ·········································································2513) 교재ㆍ교구의 특성과 기능 ································································2522. 특수교육 교재ㆍ교구의 분류 ··································································2541) Hoban과 Dale의 분류 ·····································································2542) 상징체계에 따른 분류 ·······································································2563) 교재ㆍ교구의 속성에 따른 분류 ·······················································2573. 장애영역별 교재ㆍ교구의 분류 ······························································2601) 시각장애학생과 교재ㆍ교구 ······························································2602) 청각장애학생과 교재ㆍ교구 ······························································2643) 지체장애학생과 교재ㆍ교구 ······························································268제 9 장 특수교육 교재ㆍ교구의 선정 및 제작 ·························································2731. 특수교육 교재ㆍ교구의 선정기준 ···························································2741) 기능적 요구 ·······················································································2742) 교육적 요구 ·······················································································2753) 기타 ···································································································2764) 특수학교(급) 교구ㆍ설비 기준 ··························································2772. 특수교육 교재ㆍ교구의 제작방법 ···························································2801) 촉각지도 제작방법 ············································································2822) 음향 자료 제작 방법 ········································································2833) 장애영역별 교재ㆍ교구 제작의 유의사항 ·········································285제10장 특수교육 교재ㆍ교구의 활용 및 관리 ·························································2911. 특수교육 교재ㆍ교구의 활용방법 ···························································2921) 교재ㆍ교구 활용 원리 ·······································································2952) 교재ㆍ교구 활용 단계 ·······································································2963) 영역별 교재ㆍ교구 활용과 적용 ·······················································2982. 특수교육 교재ㆍ교구의 제시 방법 ·························································3031) 교재ㆍ교구의 효율성을 고려한 제시 방법 ·······································3042) 보조공학적 접근을 통한 제시 방법 ·················································3063. 특수교육 교재ㆍ교구의 배치 및 관리 ·················································3071) 교재ㆍ교구의 배치 ············································································3072) 효율적인 교재ㆍ교구 관리 및 보관법 ··············································308제4부 특수교육 교과 교재 연구 및 지도의 실제제11장 특수교육 교재ㆍ교구 제작 및 활용 실제 ···················································3131. 국어과 교재ㆍ교구 제작 및 활용 실제 ·················································3141) 쓰기 ·································································································3142) 읽기 ·································································································3172. 수학과 교재ㆍ교구 제작 및 활용 실제 ·················································3221) 수와 연산 ··························································································3252) 동수누가와 동수누감 ·········································································3393) 계산기의 사용 ···················································································3404) 측정(시간) ··························································································342제12장 특수교육 교수ㆍ학습계획안 작성 실제 ·······················································3471. 교수ㆍ학습계획안 작성의 원리 ······························································3482. 교수ㆍ학습계획안 작성을 위한 준비 ·····················································3491) 단원 및 차시의 확인 ········································································3492) 지도 내용의 확인 ··············································································3503) 지도 내용에 관한 연구 ·····································································3514) 수업목표의 진술 ················································································3515) 수업의 전개 계획 수립 ·····································································3536) 수업 매체 또는 교수ㆍ학습 자료의 선정 ········································3537) 수업 기술의 선정 ··············································································3548) 평가 방법과 도구의 제작 ·································································3543. 교수ㆍ학습계획안 작성내용 ····································································3541) 교수ㆍ학습계획안의 의미와 필요성 ··················································3542) 교수ㆍ학습계획안의 종류 ··································································3553) 교수ㆍ학습계획안의 구성요소 ···························································3554. 교수ㆍ학습계획안 작성절차 ····································································3561) 단원의 개관 ·······················································································3562) 본시 전개 계획 ·················································································358제13장 특수교육 교수ㆍ학습 지도 실제 ··································································3691. 국어과 교수ㆍ학습지도안 ·······································································3702. 사회과 교수ㆍ학습지도안 ·······································································3803. 수학과 교수ㆍ학습지도안 ·······································································3894. 과학과 교수ㆍ학습지도안 ·······································································399부록 ···················································································································411부록Ⅰ 경기도 특수학교(급) 교재ㆍ교구 설비 기준 ·······························413부록Ⅱ 교수·학습 지도 계획안 작성 사례 ··············································485부록Ⅲ 수업평가 일반 기준 ·····································································517찾아보기 ·············································································································521