특수교육 교육과정(3판)(양장본 HardCover) 교육과학사/이유훈

인간은 교육을 통해서 가치로운 존재로 태어난다. 인간이 가진 무한한 가능성을 실현하게 도와주는 것, 그것이 바로 교육이 해야 할 일이다. 특수교육도 마찬가지이다. 특수교육은 장애학생들의 그 무한성을 실현하며, 미래를 설계하고 아름다운 꿈을 실현하는 삶을 가능하게 한다. 이런 장애학생들의 무한성을 실현하며, 아름다운 꿈을 실현하는 것은 바로 교육과정(curriculum)을 통해서만 가능한 것이다.
책의 기본 구조는 2판과 같지만, 종전의 ‘교육과정 운영’ 부분을 ‘교육과정 운영’과 ‘교육과정 평가’로 구분하여 총 15개의 장으로 구성하였다. 그리고 ‘교육과정 운영’ 부문에서는 교육 현장에서 이루어지는 핵심 활동이라고 할 수 있는 ‘교수-학습 활동’ 내용을 추가하였다. 이외에도 이 책의 전반적인 내용을 꼼꼼하게 읽으면서 오탈자 등도 바로잡고자 노력하였다.
이 3판에서는 ‘교육과정학(Curriculum Studies)’에서 반드시 가르치고 배울 필요가 있다고 생각하는 공통 필수 내용을 담다 보니 내용의 분량이 상당히 많은 것으로 생각된다. 따라서 대학의 강의자나 학생들은 각자의 관심 영역에 따라 필요한 내용을 적의 선택하여 활용하였으면 한다. 그리고 전체 교재 내용을 PPT로 제작하여 강의 편의성을 도모하고자 하였다.
끝으로 일반교육계에서는 지금까지 교육과정에 관한 전문 서적이 수없이 많이 나와 있는 반면에, 장애학생들의 특성을 고려한 특수교육 교육과정에 관한 전문 도서가 전무한 실정에서 교육과정에 대해 진지하게 고민하는 학부생과 대학원생에게 유용한 교재가 되기를 기대하면서 정리하였다. 또한 학교 현장에서 장애학생들의 교육을 직접 담당하고 있는 교사들에게 학교 교육과정을 편성하고 운영하는 데 도움이 되었으면 한다.

3판 머리글_ 3
2판 머리글_ 4
1판 머리글_ 6

제1장 교육과정의 이해 ·········································································15
1. 교육과정의 의미 ·········································································18
가. 학교 교육과 교육과정 ·····························································18
나. 교육과정의 어원적 의미 ···························································19
다. 교육과정 의미 분석의 틀과 교육과정의 다양한 의미 ·························20
2. 준거별 교육과정의 유형 ································································25
가. 교육과정 개발의 주체 ·····························································26
나. 교육과정 실현의 수준 ·····························································28
다. 교육과정 의도성의 여부 ···························································29
라. 교육 사조의 변천 ··································································32
3. 교육과정의 기초 ·········································································39
가. 교육과정 구현의 과정 ·····························································39
나. 교육과정 개발의 체제 ·····························································43
다. 교육과정 탐구(구성)의 기초 ······················································47
라. 교육과정 연구의 동향 ·····························································54

제2장 장애학생의 교육과 교육과정 ·························································65
1. 장애학생 교육의 특징 ··································································68
가. 장애학생 교육의 두 가지 준거 ···················································68
나. 장애학생 교육의 형태 ·····························································69
다. 특수교육기관의 특성 ·······························································72
2. 특수교육 교육과정의 특성 ·····························································75
3. 장애학생 교육과정의 접근 유형 및 동향 ·············································77
가. 전통적 특수교육 교육과정의 접근 ···············································79
나. 최근 특수교육 교육과정의 동향 ··················································83

제3장 교육과정의 개발 ········································································101
1. 교육과정 개발의 수준 ·································································104
가. 국가수준의 교육과정 ·····························································105
나. 지역수준의 교육과정 ·····························································106
다. 학교수준의 교육과정 ·····························································106
2. 교육과정 개발의 참여자 ·······························································108
가. 교육과정 의사결정의 정당성 확보 ··············································109
나. 교육과정 개발의 참여자와 역할 ················································110
3. 교육과정 개발의 원리 ·································································115
4. 교육과정 개발의 모형 ·································································118
가. 합리적 모형 ·······································································119
나. 순환적 모형 ·······································································125
다. 역동적/상호작용적 모형 ·························································129
라. 그 밖의 모형 ······································································136

제4장 교육목표의 설정 ········································································151
1. 교육목표의 의미 ·······································································154
가. 교육목표의 의미와 위계 ·························································154
나. 교육목표의 기능 ··································································159
2. 교육목표의 설정 ·······································································160
가. 교육목표 설정의 자원 ····························································160
나. 교육목표 설정의 과정 ····························································162
다. 교육목표 설정의 원칙 ····························································164
3. 교육목표의 분류 ·······································································167
가. 전통적 교육목표의 분류 ·························································167
나. 새로운 교육목표의 분류 ·························································172
4. 교육목표의 진술 ·······································································174
가. 교육목표의 상세화 ································································174
나. 수업목표 설정의 방법 ····························································175
다. 수업목표 진술의 방법 ····························································177
라. 교육목표 진술 시 고려 사항 ····················································187
5. 목표 설정 시 장애학생을 위한 고려점 ··············································188

제5장 교육내용의 선정과 조직 ······························································193
1. 교육내용의 개념과 의미 ·······························································196
2. 교육내용의 선정 ·······································································198
가. 교육내용 선정의 준거 ····························································198
나. 교육내용 선정의 방법 ················································