국어과 교육론 > 교육학

이 책에서 말하는 국어교육은 모두 초중등학교에서 국어를 가르치는 ‘국어과 교육’을 뜻한다. 책은 크게 성격론, 내용론, 조직론, 방법론의 4부로 구성하였다. 교육과정론이나 교과서론을 별도로 설정하려다가 그만두었다. 교육과정이나 교과서에는 내용뿐만 아니라 방법 이론도 많이 반영되어 있기 때문이다. 어떤 장(章)들은 설명의 편의를 위해 읽기영역이나 사례를 중심으로 진술하였다. 분량은 교사 양성 대학에서 한 학기 강의에서 한 주별로 하나의 쟁점을 읽게 할 분량으로 엮었다. 모둠 과제 활동을 운영하고 싶을 때는 15장부터 읽게 하는 것이 좋다. 학부 학생들에게는 2장 철학론, 3장 정책론, 14장 연구 방법론은 다소 어려울 수 있으므로 제외해도 무방하다.

목차

머리말 / 3

제1부 성격론
제1장 목적론 ························································································11
1. 목적 설정 이론 ···········································································14
2. 국어교육 목적 분석 ······································································20
3. 국어 교과 역량과 목적 ··································································26
제2장 철학론: 흐름과 전망 ·······································································35
1. 접근 관점과 전제 ········································································36
2. 근대성의 형성 ············································································38
3. 탈근대와 미래 전망 ······································································44
제3장 정책론: 미국과 한국 ·······································································59
1. 미국의 자국어교육 정책 동향 ···························································60
2. 한국의 국어교육 정책 동향 ······························································65
3. 국어교육 정책 방향 ······································································69

제2부 내용론
제4장 지식론: 기능과 전략 ·······································································83
1. 지식의 깊이와 범위 ······································································85
2. 기능과 전략의 개념 ······································································89
3. 지식의 수준과 활용 ······································································94
제5장 발달론: 읽기의 경우 ·····································································107
1. 읽기와 사고 과정 ·······································································109
2. 읽기 발달 단계 ··········································································114
3. 교사의 역할 ·············································································121
제6장 영역론 ······················································································127
1. 접근 관점 ················································································129
2. 내용의 영역 구분 ·······································································131
3. 내용의 성격과 체계 ·····································································136
제7장 핵심개념론 ·················································································149
1. 도입 배경과 과정 ·······································································152
2. 의미 명료화 ·············································································155
3. 실태와 개선 방향 ·······································································160

제3부 조직론
제8장 계열성론 ····················································································171
1. 개념과 배경 ·············································································172
2. 기존 원리 비판 ··········································································178
3. 원리 개발: 읽기 사례 ···································································184
제9장 통합성론 ····················································································193
1. 개념과 배경 ·············································································194
2. 분석 방법: 국어과 과학 사례 ··························································199
3. 실태와 개선 방향 ·······································································201
제10장 정합성론 ····················································································217
1. 개념과 배경 ·············································································219
2. 대상과 방법: 교육과정과 교과서 ·······················································221
3. 실태와 개선 방향 ·······································································227
제11장 접합성론 ····················································································237
1. 개념과 배경 ·············································································238
2. 대상과 방법: 초등학교와 중학교 ·······················································243
3. 실태와 개선 방향 ·······································································245

제4부 방법론
제12장 교수학습론: 짝 활동 사례 ·······························································263
1. 짝 독서의 개념 ··········································································265
2. 지도 방법과 절차 ·······································································270
3. 적용 사례와 효과 ·······································································274
제13장 평가론: 문항틀의 문제 ···································································285
1. 성취도 평가의 문항틀 ··································································290
2. NAEP의 문항틀 ·········································································293
3. 문항틀의 비교 및 개선점 ·······························································297
제14장 연구 방법론 ················································································307
1. 개념과 배경 ·············································································309
2. 연구 방법의 유형 ·······································································312
3. 연구 방법의 쟁점 ·······································································319
제15장 교사 교육론: PBL 사례 ·································································329
1. 개념과 배경 ·············································································331
2. PBL 실행 과정 ·········································································334
3. 결과와 적용 가능성 ·····································································339

참고문헌 ····························································································································354
찾아보기 ····························································································································366

저자소개

천경록(千景祿)
서울대학교와 교원대학교에서 공부하였다.
교사로 지내다가, KEDI와 KICE에서 연구원 생활을 잠깐 하였다.
지금은 광주교육대학교 국어교육과 교수로 일하고 있다.
국어과 교육과정, 교과서, 철학, 독서교육 등이 관심 분야이다.

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