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지성공간

특수교육 과학과 교육의 이론과 실제
판매가
수량
저자
정동영, 김희규
발행일
2018-06-30
ISBN
978-89-254-1290-0(93370)
페이지
516
판형
46배변형
‘모두를 위한 과학’은 일반적인 학생만을 대상으로 하는 것이 아니라, 재능이 뛰어난 학생도 대상으로 하며, 장애학생도 대상으로 한다. 특히 지적, 감각적, 신체적 손상으로 인해 과학에 접근하고 참여하는 데 어려움을 겪는 장애학생의 경우 과학과 교육은 더욱더 강조되어야 한다. 왜냐하면 과학과 교육은 생활을 위한 교육이고, 교양을 구비하도록 하는 교육이기 때문이다. 현재 맹학생도 빛의 반사와 굴절을 모형을 통해 이해할 수 있으며, 지적장애학생도 과학의 기본 개념을 직접 몸으로 체험하고 이해할 수 있다는 사례들이 보고되고 있다. 그러므로 이 책은 현직에서 장애학생을 가르치는 특수교육 교사의 과학과 교육에 대한 안내만이 아니라, 대학에서 특수교육을 공부하고 있는 예비 특수교육 교사의 과학과 교육에 대한 올바른 이해를 도모하기 위해 집필되었다.
이와 같은 입장에서 이 책은 먼저 과학의 본성과 과학과 교육의 관계를 알아보고, 특수교육 과학과 교육의 방향을 탐색한 다음, 특수교육 과학과 교육의 성격과 목표 및 교육내용을 알아보았다. 그리고 특수교육 과학과 교육의 방법론으로서 과학과 교수·학습방법과 교수모형, 교육매체 및 평가 내용과 방법을 소개하면서, 특수교육 과학과의 내용과 방법 등을 안내했다. 그 다음 이 책은 과학과 교육의 영역인 물질, 에너지, 생명, 지구 및 우주과학의 네 영역으로 구분하여 각 영역과 생활과의 관계를 알아보고, 각 영역의 구성 내용을 탐색한 다음, 각 영역별로 특정 단원을 선택해 실제적인 교수·학습 계획안을 제시했다.
머리말 / 3
제1장 과학의 본성과 과학과 교육 ··········································11
1. 과학의 개념과 본성 ··················································12
2. 과학과 교육과 과학의 본성 ··········································23
∙ 참고문헌 ······························································35
제2장 특수교육 과학과 교육 방향 ··········································41
1. 특수교육 과학과 교육의 중요성 ······································42
2. 특수교육 과학과 교육 접근법과 지원 방법 ···························45
3. 장애범주별 과학과 교육의 실제와 방향 ······························56
∙ 참고문헌 ······························································65
제3장 특수교육 과학과 교육의 성격과 목표 ·······························75
1. 특수교육 과학과 교육의 성격 ········································76
2. 특수교육 과학과 교육의 목표 ········································86
3. 특수교육 과학과 교육목표로서 과학적 소양 ··························98
∙ 참고문헌 ·····························································111
제4장 특수교육 과학과 교육내용 ··········································117
1. 과학적 소양과 특수교육 과학과 교육내용 ···························118
2. 표준 중심 개혁과 특수교육 과학과 교육내용 ························132
∙ 참고문헌 ·····························································146
제5장 특수교육 과학과 교수ㆍ학습 방법 ·································151
1. 과학과 교수ㆍ학습의 기본방향 ······································152
2. 과학과 교수ㆍ학습의 계획 ··········································155
3. 과학과 교수ㆍ학습 방법 ············································163
∙ 참고문헌 ·····························································189
제6장 특수교육 과학과 수업모형 ··········································193
1. 특수교육 수업모형의 개념 ··········································194
2. 직접교수 모형 ······················································197
3. 경험학습 모형 ······················································202
4. 발견학습 모형 ······················································206
5. 탐구학습 모형(가설 검증 수업 모형) ································211
6. 순환학습 모형 ······················································216
7. 개념 변화 학습 모형(인지갈등 수업모형) ····························221
8. S-T-S 수업모형(과학-기술-사회 수업모형) ·························226
∙ 참고문헌 ·····························································233
제7장 특수교육 과학과 교육매체 ··········································235
1. 과학과 교육매체의 개념과 기능 ·····································236
2. 과학과 교육매체의 분류와 특성 ·····································243
3. 장애학생을 위한 과학과 교육매체의 활용 ···························252
∙ 참고문헌 ·····························································266
제8장 특수교육 과학과 교육평가 ··········································269
1. 과학과 교육평가의 개념과 원리 ·····································270
2. 과학과 교육평가의 목표와 기능 ·····································275
3. 과학과 교육평가의 내용 ············································279
4. 과학과 교육평가 방법 ··············································293
5. 장애학생을 위한 과학과 교육평가의 수정 ···························301
∙ 참고문헌 ·····························································306
제9장 특수교육 과학과 물질 영역의 지도 ································309
1. 물질과 우리 생활 ···················································310
2. 물질 영역의 주요 내용 ·············································311
3. 물질 단원 지도의 실제 ·············································316
∙ 참고문헌 ·····························································341
제10장 특수교육 과학과 에너지 영역의 지도 ····························343
1. 에너지와 우리 생활 ·················································344
2. 에너지 영역의 주요 내용 ···········································345
3. 에너지 단원 지도의 실제 ···········································350
∙ 참고문헌 ·····························································383
제11장 특수교육 과학과 생명 영역의 지도 ································385
1. 생명과 우리 생활 ···················································386
2. 생명 영역의 주요 내용 ·············································388
3. 생명 단원 지도의 실제 ·············································398
∙ 참고문헌 ·····························································449
제12장 특수교육 과학과 지구와 우주 영역의 지도 ·······················451
1. 지구와 우주 영역과 우리생활 ·······································452
2. 지구와 우주 영역의 주요 내용 ······································454
3. 지구와 우주 단원 지도의 실제 ······································460
∙ 참고문헌 ·····························································502
∙ 찾아보기 ·····························································503

정 동 영
한국교원대학교 교육학과 교수
부산교육대학 졸업
대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)
논문: 특수교육의 재개념화와 그 특수성 해명, 최소 제한적 환경의 개념 진전과 그 함의 재고, 통합학급의 장애학생을 위한 차별화 교수전략 탐색 등
저서: 장애아동 통합교육론, 특수교육교과교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저) 등
역서: 특수교육의 쟁점, 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역)


김 희 규
나사렛대학교 특수교육과 교수
서울교육대학교 졸업
단국대학교 대학원 졸업(학습장애아교육 전공, 교육학박사)
논문: 모의 수업 실연 과정이 예비 특수교육 교사의 과학과 교수내용지식 이해에 미치는 효과, 예비 초등 특수교육 교사의 마이크로티칭 경험이 과학과 지도에 대한 자기평가와 자기효능감에 미치는 영향, 장애학생들의 국어과 교과교육에 관한 초등학교 특수교육 교사의 교수효능감에 관한 연구, 장애학생의 교과교육을 위한 교수-학습 방법과 평가 효율화 방안 등
저서: 특수학급 경영론(공저), 장애학생 통합교육론(공저), 특수교육 교직실무(공저), 특수교육교과교육론(공저), 특수아동의 이해(공저), 특수교육의 이해(공저) 등
역서: 통합학교 교사를 위한 통합교육 입문, 통합학급 교사를 위한 특수교육 입문, 통합학급 교사를 위한 장애이해교육, 자폐아동을 위한 지원전략 100(공역), 정신지체: 지역사회 통합을 위한 접근(공역) 등

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