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[제4판] 교육과정 및 교수방법 요약정보 및 구매

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위시리스트1
판매가격 25,000원
저자 양미경
발행일 2020-02-20
ISBN 978-89-254-1445-4(93370)
페이지 590
판형 크라운
포인트 0점
배송비결제 주문시 결제

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  • [제4판] 교육과정 및 교수방법
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    도서소개

    제4판은 이전의 개정판 구성 방식과 마찬가지로, 전체를 다시 고쳐 쓰기보다는 최근의 연구 성과를 추가하고, 기존 논의의 일부를 보완하는 방식을 취했다. 이번에 추가된 주제는 스토리텔링(16장), 교육적 주체로서의 인간(20장), 내재적 학습동기(21장), 행복론을 통해 본 교육체험의 내재적 가치(22장), ‘사회문제의 교육문제화’ 담론(23장), 기억의 외주화(26장) 등으로, 급변하는 학문적·사회적 변화가 던지는 메시지를 교육학의 관점에서 해석하고자 노력하였다. 그리고 3판에 제시되었던 논의 중, 수행평가, 학습자의 오류, 사이버공간, 하이퍼텍스트 학습환경에 대한 분석 부분은 전체 책의 분량 등을 고려하여 4판에서 제외하였다.

    목차

    제 Ⅰ 부 교육과정의 구성
    제1장 학교의 기능과 교육 ········································································· 3
    1. 학교의 다중적 기능 ·········································································3
    2. 학교 정책 결정의 난점: 가치관의 개입과 갈등 ·····························7
    제2장 교육과정 연구의 동향 ···································································· 15
    1. 교육과정 개발의 패러다임 ···························································16
    2. 교육과정 이해의 패러다임 ···························································22
    3. 교육과정 연구의 관점 선택 ··························································31
    제3장 교육 본위 교육과정 연구의 논리 ··················································· 37
    1. 교육과정 연구의 동향과 그 한계 ·················································37
    2. 교육 본위 교육과정 연구의 이론적 전제 ·····································41
    3. 학교 교육과정 편성에 대한 실천적 시사 ·····································49
    제4장 지식과 교육과정 ············································································ 57
    1. 진리관 및 언어관의 변화 ······························································57
    2. 교육과정 구성 논리의 재조명 ······················································61
    제5장 정보 사회와 학교 교육과정 ···························································· 71
    1. 정보 사회의 지적ㆍ문화적 특성 ···················································72
    2. 학교 교육과정 재구조화의 필요성과 방향 ··································82
    제6장 교과 통합지도의 의의와 방법 ······················································· 93
    1. 의의 및 인식론적 배경 ··································································94
    2. 유형과 준거 ···················································································97
    3. 사례에 대한 비판적 분석 ···························································105
    제7장 학제연구의 목적과 방법 ······························································· 113
    1. 분과학문 체계의 형성과 그 의의 및 한계 ·································114
    2. 학제연구의 목적 및 방법의 검토 ···············································118
    제8장 교과내용 적정화: 방법 및 제약 요인 ··········································· 133
    1. 교과서 내용 분석의 방법론적 동향 ···········································134
    2. 교과서 집필 기준과 내용 구성의 실제 ······································142
    3. 내용 구성 방식의 전환을 어렵게 하는 구조적 요인 ·················145
    제9장 교과서의 성격과 구성 ·································································· 153
    1. 학교의 기능과 교과서 ································································153
    2. 자기주도적 학습의 강조 ·····························································157
    3. 정보화 시대의 맥락과 교과서 ····················································161
    4. 교과서 구성의 방향 ····································································166
    제10장 내용교수 지식의 이해 ·································································· 179
    1. PCK 개념의 의미 및 의의 ·························································180
    2. PCK 관련 선행연구의 타당성 검토 ··········································182
    제 Ⅱ 부 교육적 상호작용
    제11장 배움과 질문 ·················································································· 193
    1. 학습자의 질문의 교육적 의의 ····················································195
    2. 질문 생성의 요건 ········································································199
    3. 질문의 생성을 촉진하는 교육 방법 ···········································202
    제12장 가르침과 질문 ·············································································· 215
    1. 교사의 질문의 특성 ····································································216
    2. 선행 연구의 동향과 한계 ···························································218
    3. 교사의 질문 목적 ········································································223
    4. 질문의 활용과 학생 반응의 처리 ···············································226
    제13장 교육적 대화의 특성 ····································································· 233
    1. 유사 개념과의 차별화 ································································234
    2. 교육적 대화의 특성과 조건 ························································244
    3. 대화적 학교 문화의 조성 ···························································252
    제14장 교육과 언어적 상호작용 ····························································· 255
    1. 대면관계의 의의 ·········································································256
    2. 언어와 체험 ·················································································260
    제15장 체험학습의 조건 ········································································· 269
    1. 언어주의 교육의 한계 ································································271
    2. 경험의 이론 의존성 ····································································273
    3. Dewey의 경험 이론의 시사점 ···················································276
    4. 상황적 학습 이론의 시사점 ························································278
    5. 체험학습의 조건과 원리 ·····························································283
    제16장 스토리텔링의 교육적 의의와 활용 ·············································· 287
    1. 스토리텔링의 의미와 의의 ·························································288
    2. 스토리텔링의 교육적 활용과 설계 원리 ····································290
    3. 스토리텔링 방법을 활용한 ‘교육과정’ 수업 사례 ·····················296
    제17장 집단지성의 특성과 교육적 시사 ················································· 307
    1. 집단지성의 의미와 특성 ·····························································308
    2. 집단지성의 형성 조건 및 기제 ···················································317
    3. 집단지성 논의의 교육적 의의와 시사점 ····································326
    제18장 집단지성과 협력학습의 원리 ······················································ 333
    1. 집단 과제수행 효과에 대한 비판적 검토 ··································335
    2. 집단지성의 구현을 위한 협력학습의 원리와 과제 ···················341
    제19장 강의평가의 의의와 한계 ····························································· 355
    1. ‘우수 강의’의 성격과 강의평가의 의의 ·····································356
    2. 학생의 평정 방식의 한계 ···························································362
    제 Ⅲ 부 교육학적 재해석
    제20장 ‘교육적 주체’로서의 인간 ··························································· 379
    1. ‘자기 계발’ 열풍과 교육 ·····························································380
    2. 권력의 작용과 인간의 자율성: Foucault의 관점이 주는 시사 387
    3. 종합 논의: ‘교육 내재가치 체험’의 개념화와 입증의 과제 ······394
    제21장 내재적 학습 동기: 연구의 동향과 과제 ······································· 401
    1. 내재적 학습 동기 관련 주요 쟁점 ··············································403
    2. 선행연구의 한계와 대안적 방향의 탐색 ····································409
    제22장 행복론을 통해 본 교육체험의 내재적 가치 ································· 419
    1. 행복의 특성에 대한 주요 이슈 ···················································422
    2. 교육체험의 고유성: 행복의 충분 조건 ······································428
    제23장 ‘사회문제의 교육문제화’ 담론: 의의와 한계 ······························· 439
    1. ‘사회문제의 교육문제화’에 대한 비판적 담론의 의의 ·············441
    2. ‘사회문제의 교육문제화’에 대한 비판적 담론의 한계 ·············446
    제24장 학습자의 인식론적 신념 ····························································· 455
    1. 학습자의 인식론적 신념에 대한 연구의 동향 ···························456
    2. 교육적 재해석과 향후 연구과제의 탐색 ····································469
    제25장 교육과 시간 ················································································· 481
    1. 객관적 시간과 체험적 시간 ························································483
    2. 시간 체험의 다양성 ····································································486
    3. 교육적 기다림 ·············································································491
    4. 변화 가능성 ·················································································496
    5. 유한성 ·························································································499
    제26장 ‘기억의 외주화 시대’: 의미와 과제 ············································· 503
    1. 인간의 기억과 데이터베이스 ·····················································506
    2. 기억의 외주화와 확장ㆍ분산된 인지 ·········································511
    3. 교육적 시사: 외주화가 될 수 없는 것에 주목하기 ···················515
    참고문헌 ····································································································· 525
    찾아보기 ····································································································· 570

    저자소개

    양미경 (梁美暻)
    [약력] ∙ 서울대학교 사범대학 교육학과 ∙ 서울대학교 대학원 교육학과 석사 ∙ 서울대학교 대학원 교육학과 박사 ∙ Harvard Graduate School of Education (Visiting Scholar) ∙ University of British Columbia (Visiting Professor) ∙ 한국교육개발원 연구원 ∙ 건국대학교 교육학 교수 ∙ 현재 서강대학교 교육학 교수
    [주요 저서 및 논문] ∙ A critical review of research on questioning in education: limitations of its positivistic basis ∙ 학교의 기능에 대한 사회적 요구의 성격: 다중성과 모호성 ∙ 디지털 교과서의 특성과 난점 ∙ 학회지 인용 분석을 통한 우리나라 교육학 학문공동체의 특성 탐색 ∙ 질문의 교육적 의의와 연구과제 ∙ 「교육문제연구론」(공저) ∙ 「교육과정: 이론과 실제」(공저) ∙ 「교과서 정책 및 내용구성방식 국제비교연구」(공저)

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