교육과학사 2022 개정 교육과정과 초등 도덕과교육 이경원 외

머리말 / 3

제1부 2022 개정 초등 도덕과 교육과정의 시작
제1장 2022 개정 초등 도덕과 교육과정의 이론적 토대 ························15
1. 브루너(J. Bruner) 지식의 구조론 ·················································16
가. 브루너(J. Bruner)의 지식의 구조 ···········································16
나. 역량 개발과 핵심 아이디어 ·················································19
다. 초등 도덕과 핵심 아이디어 ·················································21
2. 위긴스와 맥타이(Wiggins & McTighe)의 이해중심 교육과정 ····················23
가. 이해중심 교육과정과 지식ㆍ이해 ············································23
나. 위긴스와 맥타이의 과정의 구조론과 과정ㆍ기능 ···························25
3. 듀이(J. Dewey)의 교변작용(transaction)과 역량 상승작용 ·······················29

제2장 2022 개정 초등 도덕과 교육과정의 성격과 목표 ························35
1. 통합적 도덕성 ·····································································36
가. 개인적 도덕성과 사회구조적 도덕성 ········································37
나. 인지ㆍ정의ㆍ행동의 다중 중첩 도덕성 ······································38
2. 역량 함양 실효적 도덕함 ··························································40
3. 도덕적 인간과 정의로운 시민 ·····················································42

제3장 역량 중심의 2022 개정 초등 도덕과 교육과정 ··························47
1. 역량 중심 교육 관점에서의 2022 개정 교육과정 ·································49
가. 교육목표: 삶과 연계한 역량 교육 강화 ·····································49
나. 교육방향: 교육과정의 학습자 주도성 강화 ·································53
다. 교육 패러다임의 전환: 변혁적 역량 ········································57
2. 2022 개정 초등 도덕과 교육과정에서의 역량 함양 ·······························60
가. 가치관계확장법을 통한 영역 설정 ··········································60
나. 핵심 아이디어의 등장 ·······················································62
다. 화두형 질문(핵심 질문) ······················································65


제2부 2022 개정 초등 도덕과 교육과정 방향
제4장 2022 개정 초등 도덕과 교육과정 개발 방향 ·····························77
1. 초등 도덕과 교육과정 개발의 중점 요구사항 ······································78
가. 학습자 주도성을 기초로 역량을 기를 수 있도록 설계 ·····················78
나. 소수 핵심 아이디어 중심으로 학습 내용의 엄격성과 연결성 강화 ········83
다. 교과 고유의 사고와 탐구를 명료화하여 깊이 있는 학습 지원 ·············86
2. 도덕과 내용 체계의 구성 ··························································87
가. 지식ㆍ이해: 전이가 높은 지식과 수행으로 터득되는 이해 강조로 역량 함양 강화 ·····88
나. 과정ㆍ기능: 깊은 이해를 위한 과정ㆍ기능에 사고 과정도 포함됨에 주목 ···91
다. 가치ㆍ태도: 교과목표를 추구하게 만드는 동력으로서의 정서적 태도 ·····94
3. 내용 체계표의 개발 방향 ··························································97
가. 내용구성원리(가치관계확장법)의 수정 방향 ·································97
나. 내용 체계의 구성 방향 ·····················································100

제5장 2022 개정 초등 도덕과 교육과정의 국가ㆍ사회적 요구 ··············111
1. 기존 도덕과 교육과정의 국가ㆍ사회적 요구 반영 실태 ···························113
가. 2011 개정 도덕과 교육과정 ···············································113
나. 2015 개정 도덕과 교육과정: 창의ㆍ융합형 인재 양성 ···················116
2. 2022 개정 초등학교 도덕과 교육과정의 국가ㆍ사회적 요구 분석 ···············117
가. 디지털 소양 교육 ···························································117
나. 생태전환교육 ································································120
다. 시민교육 ····································································121
3. 국가ㆍ사회적 요구 반영 방향 탐색 ··············································124
가. 인간 중심의 디지털 소양교육 ··············································124
나. 지속 가능한 삶을 위한 생태전환교육 ·····································127
다. 관계에서 시작하는 시민교육 ···············································129


제3부 2022 개정 초등 도덕과 교육과정 내용 체계
제6장 2022 개정 초등 도덕과 핵심 아이디어 ···································137
1. 핵심 아이디어의 의미 ····························································139
가. ‘핵심 개념’을 보완하는 ‘핵심 아이디어’ ··································139
나. 핵심 아이디어의 도출 기준 ················································141
다. 도덕과 핵심 아이디어의 개발 방향 ········································142
2. 도덕과 영역별 핵심 아이디어 ····················································145
가. ‘자신과의 관계’ 영역 ·······················································145
나. ‘타인과의 관계’ 영역 ·······················································152
다. ‘사회ㆍ공동체와의 관계’ 영역 ··············································158
라. ‘자연과의 관계’ 영역 ·······················································161

제7장 2022 개정 초등 도덕과 과정ㆍ기능 ·······································169
1. 과정ㆍ기능의 등장 배경 ··························································171
가. 2015 개정 교육과정 내용 체계에 대한 비판적 논의 ·····················171
나. 2022 개정 교육과정 내용 체계안의 특징 ·································173
다. 내용 체계 내 과정ㆍ기능의 구체화 ········································178
2. 과정ㆍ기능 탐색을 위한 기초 연구 ··············································179
가. 초등학교 관련 교과 시안의 과정ㆍ기능 탐색 및 시사점 ·················179
나. 중학교 도덕 및 고등학교 도덕과 선택과목 시안의 과정ㆍ기능 탐색 및 시사점 ·······195
3. 도덕과 과정ㆍ기능 구체화를 위한 매트릭스 ······································197
가. 기초 연구의 시사점 ························································197
나. 도덕과 과정ㆍ기능 매트릭스 ···············································200

제8장 2022 개정 초등 도덕과 ‘자신과의 관계’ 영역 내용 구성 ············207
1. ‘자신과의 관계’ 영역의 의미 ·····················································208
2. ‘자신과의 관계’ 영역의 내용 ·····················································210
가. ‘나는 왜 소중한 사람인가?’ ················································210
나. ‘어떤 사람을 정직한 사람이라고 하는가?’ ································213
다. ‘성실하게 살아야 하는 이유는 무엇인가?’ ································216
라. ‘왜 도덕적 행동을 해야 하는가?’ ··········································220
마. ‘자주적으로 살아야 하는 이유는 무엇일까?’ ······························224
바. ‘자신의 생활을 반성하는 일은 왜 중요할까?’ ·····························227
사. 〈진로 연계 주제〉: ‘자신이 하고 싶은 일을 선택할 때 어떤 것을 고려해야 할까?’ ··231
3. ‘자신과의 관계’ 영역 통합성 ·····················································231
가. 내용 간의 통합성 ···························································231
나. 학습자 발달 수준 고려한 내용 조직 ·······································233


제4부 2022 개정 초등 도덕과 교육과정 교수ㆍ학습 및 평가
제9장 2022 개정 초등 도덕과 교수ㆍ학습 ·······································245
1. 2022 개정 초등 도덕과 교육과정에서 교수ㆍ학습의 의미 ·······················247
가. 2022 개정 교육과정 교수ㆍ학습의 지향: 역량 함양을 위한 주도적인 인간상 형성 ··248
나. 2022 개정 교육과정 교수ㆍ학습의 범주: 3차원 내용 체계 구현 ········250
다. 평가와 연계될 수 있는 교수ㆍ학습 ········································253
2. 초등 도덕과 교육과정 1차연구 시안의 교수ㆍ학습 특징 ·························255
가. 학습자 주도성 강화를 위한 교수ㆍ학습 ···································255
나. 역량 강화 실효적 도덕함 교수ㆍ학습 ···················&