3판 머리글_ 32판 머리글_ 41판 머리글_ 6제1장 교육과정의 이해 ·········································································151. 교육과정의 의미 ·········································································18가. 학교 교육과 교육과정 ·····························································18나. 교육과정의 어원적 의미 ···························································19다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ·························202. 준거별 교육과정의 유형 ································································25가. 교육과정 개발의 주체 ·····························································26나. 교육과정 실현의 수준 ·····························································28다. 교육과정 의도성의 여부 ···························································29라. 교육 사조의 변천 ··································································323. 교육과정의 기초 ·········································································39가. 교육과정 구현의 과정 ·····························································39나. 교육과정 개발의 체제 ·····························································43다. 교육과정 탐구(구성)의 기초 ······················································47라. 교육과정 연구의 동향 ·····························································54제2장 장애학생의 교육과 교육과정 ·························································651. 장애학생 교육의 특징 ··································································68가. 장애학생 교육의 두 가지 준거 ···················································68나. 장애학생 교육의 형태 ·····························································69다. 특수교육기관의 특성 ·······························································722. 특수교육 교육과정의 특성 ·····························································753. 장애학생 교육과정의 접근 유형 및 동향 ·············································77가. 전통적 특수교육 교육과정의 접근 ···············································79나. 최근 특수교육 교육과정의 동향 ··················································83제3장 교육과정의 개발 ········································································1011. 교육과정 개발의 수준 ·································································104가. 국가수준의 교육과정 ·····························································105나. 지역수준의 교육과정 ·····························································106다. 학교수준의 교육과정 ·····························································1062. 교육과정 개발의 참여자 ·······························································108가. 교육과정 의사결정의 정당성 확보 ··············································109나. 교육과정 개발의 참여자와 역할 ················································1103. 교육과정 개발의 원리 ·································································1154. 교육과정 개발의 모형 ·································································118가. 합리적 모형 ·······································································119나. 순환적 모형 ·······································································125다. 역동적/상호작용적 모형 ·························································129라. 그 밖의 모형 ······································································136제4장 교육목표의 설정 ········································································1511. 교육목표의 의미 ·······································································154가. 교육목표의 의미와 위계 ·························································154나. 교육목표의 기능 ··································································1592. 교육목표의 설정 ·······································································160가. 교육목표 설정의 자원 ····························································160나. 교육목표 설정의 과정 ····························································162다. 교육목표 설정의 원칙 ····························································1643. 교육목표의 분류 ·······································································167가. 전통적 교육목표의 분류 ·························································167나. 새로운 교육목표의 분류 ·························································1724. 교육목표의 진술 ·······································································174가. 교육목표의 상세화 ································································174나. 수업목표 설정의 방법 ····························································175다. 수업목표 진술의 방법 ····························································177라. 교육목표 진술 시 고려 사항 ····················································1875. 목표 설정 시 장애학생을 위한 고려점 ··············································188제5장 교육내용의 선정과 조직 ······························································1931. 교육내용의 개념과 의미 ·······························································1962. 교육내용의 선정 ·······································································198가. 교육내용 선정의 준거 ····························································198나. 교육내용 선정의 방법 ····························································2003. 교육내용의 조직 ·······································································204가. 교육내용 조직의 원리 ····························································204나. 교육내용 조직의 방법 ····························································208다. 교육내용 조직의 유형 ····························································2104. 교육내용 선정 시 장애학생을 위한 고려점 ·········································217제6장 교육과정 운영 ···········································································2271. 교육과정 운영 ··········································································230가. 교육과정 운영의 의미 ····························································230나. 교육과정 운영의 기본 원리 ······················································234다. 교육과정 운영에 영향을 미치는 요인 ··········································238라. 교육과정 운영의 전략 ····························································2402. 교수-학습 활동 ·········································································242가. 교수-학습의 의미 ·································································242나. 교수-학습 이론과 모형 ···························································244다. 교수-학습 활동의 형태 ···························································255라. 교수-학습 지도안의 작성 ························································268제7장 교육과정 평가 ···········································································2791. 교육과정 평가의 의미와 개념 ························································2822. 교육과정 평가의 목적 ·································································2833. 교육과정 평가의 대상과 영역 ························································2844. 교육과정 평가의 유형 및 모형 ·······················································289가. 목표 중심 평가 모형: Tyler의 평가 모형 ·····································290나. 관리 중심 평가 모형: Stufflebeam의 의사결정적 평가 모형 ··············291다. 참여자 중심 평가 모형: Parlett와 Hamilton의 조명적 평가 모형 ········293라. 전문가 중심 평가 모형: Eisner 감상ㆍ비평 모형(감식안 모형) ············2935. 교육과정 평가의 방법 및 절차 ·······················································295가. 교육과정 평가의 방법 ····························································295나. 교육과정 평가의 절차 ····························································298다. 교육과정 평가의 영역 및 내용 ··················································299라. 교육과정 평가의 방향 ····························································301제8장 우리나라 특수교육 교육과정의 변천 ·············································3071. 국가수준 특수교육 교육과정의 시대 구분 ··········································3102. 시대 구분에 따른 특수교육 교육과정의 특징 ······································311가. 광복 이전 일제강점기의 특수교육 교육과정 ··································311나. 광복 이후의 특수교육 교육과정 ················································314다. 2015 개정 특수교육 교육과정 ··················································335제9장 특수교육 교육과정의 관련 법규 ···················································3471. 헌법 ·····················································································3502. 교육기본법 ··············································································3523. 초ㆍ중등교육법 및 시행령 ····························································353가. 초ㆍ중등교육법 ····································································353나. 초ㆍ중등교육법 시행령 ···························································3614. 장애인 등에 대한 특수교육법 ························································3645. 기타 법령 ···············································································372제10장 국가수준 교육과정의 개발 ···························································3751. 교육과정 개발의 역할 분담 체제 ····················································3782. 국가수준 교육과정의 의미와 성격 ···················································3803. 국가수준 교육과정 기준 설정의 필요성 ·············································3844. 국가수준 교육과정 개발의 실제 ······················································386가. 국가수준 교육과정 개정의 방식 ················································386나. 국가수준 교육과정 개발의 실제 ················································388제11장 지역수준 교육과정의 개발 ···························································3951. 지역수준 교육과정 개발의 필요성과 근거 ··········································398가. 지역수준 교육과정 개발의 필요성 ··············································398나. 지역수준 교육과정 개발의 근거 ················································3992. 지역수준 교육과정 지침의 역할과 기능 ·············································4033. 지역수준 교육과정 개발의 실제 ······················································406가. 지역수준 교육과정 편성ㆍ운영 지침의 개발 ···································406나. 지역수준 교육과정 개발의 유의 사항 ··········································415제12장 학교수준 교육과정의 편성과 운영 ················································4191. 학교수준 교육과정의 의의와 필요성 ·················································422가. 학교수준 교육과정의 의미와 성격 ··············································422나. 학교수준 교육과정의 필요성 ····················································424다. 학교수준 교육과정 편성ㆍ운영의 근거 ·········································4262. 학교수준 교육과정 개발의 범위 ······················································4283. 학교수준 교육과정의 편성과 운영 ···················································431가. 학교수준 교육과정 편성ㆍ운영의 기본 원리 ···································431나. 학교수준 교육과정 편성ㆍ운영의 실제 ·········································433제13장 통합교육 교육과정의 편성과 운영 ················································4531. 장애학생 배치 경향과 교육과정 사고의 변화 ······································4562. 일반학급 및 특수학급 교육과정 관련 규정 ·········································4583. 일반교육 교육과정의 변형 수준에 따른 교육과정의 유형 ························4604. 통합교육 교육과정 편성ㆍ운영의 절차 ··············································4695. 통합교육 교육과정에의 참여 증진을 위한 교수적 수정 ···························474가. 교수적 수정의 의의 ······························································474나. 교수적 수정의 유형 ······························································475다. 교수적 수정의 절차 ······························································4836. 통합교육 교육과정 실행을 위한 교수-학습 형태 ··································4857. 통합교육 교육과정 편성과 운영을 위한 과제 ······································493제14장 개별화 교육계획의 구안과 실행 ···················································5031. 개별화 교육계획의 정의 및 기능 ····················································506가. 개별화 교육계획의 정의 ·························································506나. 개별화 교육계획의 기능 ·························································507다. 개별화 교육계획의 관련 법규 ···················································5092. 개별화 교육계획의 구안 ·······························································510가. 개별화 교육계획의 구성 요소 ···················································510나. 개별화 교육계획의 작성 시기 ···················································512다. 개별화교육 지원팀의 구성 ·······················································514라. 개별화 교육계획의 작성 ·························································5193. 개별화 교육계획의 실행 및 평가 ····················································533가. 개별화 교육의 실행 ······························································533나. 개별화 교육의 평가 ······························································536제15장 중도ㆍ중복장애학생의 교육과정 편성과 운영 ·································5431. 중도ㆍ중복장애학생의 특성과 교육과정 ·············································546가. 중도ㆍ중복장애의 개념과 특성 ··················································546나. 중도ㆍ중복장애학생의 교육과정 ·················································5482. 중도ㆍ중복장애학생 교육과정 편성ㆍ운영의 기본 원칙 ···························549가. 연령에 적합한 실용적 기능 강조 ···············································549나. 통합된 교육환경 고려 ····························································550다. 자료에 근거한 교육과정 구성 ···················································551라. 증거기반 실제의 사용 ····························································5513. 중도ㆍ중복장애학생 교육과정 편성ㆍ운영의 실제 ··································552가. 중도ㆍ중복장애학생을 위한 교육과정 개발의 기준 ···························552나. 기능적 교육과정 개발의 실제 ···················································554찾아보기 ····················································································571교육과정 관련 용어 ·······································································579