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특수교육 교과 교재연구 및 지도법

정동영

상세정보
자료유형단행본
개인저자정동영
강경숙
남윤석
박중휘
오세웅
유장순
이미선
이옥인
정인숙
정해동
조규영
진흥신
서명/저자사항특수교육 교과 교재연구 및 지도법 / 정동영 [외]저.
판사항2판.
발행사항파주 : 교육과학사, 2016.
형태사항529 p. : 삽화, 표 ; 25 cm.
대등서명Special education study of teaching materials & method of guidance
ISBN9788925410746
일반주기 공저자: 강경숙, 남윤석, 박중휘, 오세웅, 유장순, 이미선, 이옥인, 정인숙, 정해동, 조규영, 진흥신
부록:Ⅰ, 경기도 특수학교(급) 교재ㆍ교구 설비 기준. - Ⅱ, 교수ㆍ학습 지도 계획안 작성 사례. - Ⅲ, 수업평가 일반 기준
서지주기각 장마다 참고문헌, 색인(p. 521-529) 포함
비통제주제어특수교육,특수교육교과,특수교육과정,지도법,교수법
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초록

[특수교육 교과 교재연구 및 지도법]은 특수교육 교과 교재연구와 지도의 기초, 특수교육 수업 설계와 실행, 특수교육의 교재ㆍ교구 연구, 특수교육 교과 교재연구 및 지도의 실제로 내용으로 구성된 책이다.

목차

목차 일부

제1부 특수교육 교과 교재연구와 지도의 기초
제 1 장 특수교육 교과 교재연구 및 지도법의 이해 ··················································15
1. 교과 교재연구 및 지도법의 개념과 내용 ················································16
1) 교과 교재연구 및 지도법의...

목차 전체

제1부 특수교육 교과 교재연구와 지도의 기초
제 1 장 특수교육 교과 교재연구 및 지도법의 이해 ··················································15
1. 교과 교재연구 및 지도법의 개념과 내용 ················································16
1) 교과 교재연구 및 지도법의 개념 정의 ··············································16
2) 교과 교재연구의 내용과 범위 ·····························································18
3) 교과 지도법의 내용과 범위 ································································27
2. 교과 교재연구 및 지도법의 진전 과정 ····················································36
1) 교과 교재연구와 교수법에 대한 객관주의적 접근 ·····························36
2) 교과 교재연구와 교수법에 대한 구성주의적 접근 ·····························38
3. 특수교육 교과 교재연구 및 지도법의 동향 및 과제 ······························41
1) 특수교육 교과 교재연구 및 지도법의 동향 ·······································41
2) 특수교육 교과 교재연구 및 지도법의 과제 ·······································43

제 2 장 특수교육 교수방법의 이해 ·········································································51
1. 특수교육과 수업설계: 관련 요소의 변화 관점 ········································52
1) 교수ㆍ학습을 위한 수업 요소의 변화 관점 ·······································52
2) 교수ㆍ학습 지도 계획: 수업설계의 의미와 요소 ·······························56
2. 장애학생을 위한 수업 방법의 변천 ·························································57
1) 행동주의의 기본 관점과 수업접근 방식 ·············································58
2) 인지주의의 기본 관점과 수업접근 방식 ·············································61
3) 구성주의의 기본 관점과 수업접근 방식 ·············································65
3. 특수아동을 위한 수업(교수) 방법의 대안 ················································69
1) 특수아동 수업(교수) 방법: 표상 형식 ················································69
2) 특수아동 수업(교수) 방법: 처리 양식 ················································73

제2부 특수교육 수업 설계와 실행
제 3 장 수업이론과 모형의 특수교육 적용 ·······························································83
1. 수업의 개념 ·······························································································84
2. 수업이론 ····································································································85
1) Glaser의 수업이론 ··············································································86
2) Bruner의 수업이론 ·············································································88
3) Gagne?의 수업이론 ·············································································91
4) Ausubel의 수업이론 ··········································································95
3. 수업모형 ····································································································98
1) 문제해결학습 ························································································98
2) 탐구학습 ····························································································102
3) 협동학습 ····························································································105

제 4 장 특수교육의 수업목표 진술 ········································································113
1. 수업목표의 설정과 진술 ·········································································114
1) 교육목표와 수업목표 ·········································································114
2) 수업목표 설정 ·················································································128
3) 수업목표의 진술방식 ·········································································131
4) 수업목표 진술의 문장 형식 ······························································134
2. 개별화교육계획의 장ㆍ단기 목표 ···························································135
1) 개별화교육계획의 개념 ·····································································135
2) 개별화교육계획의 교수목표(장ㆍ단기목표) 설정과 진술 ·················136

제 5 장 특수교육의 수업 전개 ··············································································147
1. 수업 원리 ································································································148
1) 과제 분석 ··························································································148
2) 계열화 ································································································151
3) 개별화 ································································································152
2. 수업 절차 ································································································155
1) 도입단계 ····························································································155
2) 전개단계 ····························································································161
3) 정리단계 ····························································································165
3. 수업기술 ··································································································168
1) 발문기법 ····························································································168
2) 판서기술 ····························································································174

제 6 장 특수교육의 수업전략 ················································································181
1. 직접교수 ··································································································182
1) 직접교수의 개념 ················································································182
2) 장애학생에 대한 직접교수 효과의 증거 ···········································183
3) 직접교수의 적용절차 ·········································································183
4) 직접교수의 장ㆍ단점 ·········································································186
2. 전략교수 ··································································································188
1) 전략교수의 개념 ················································································188
2) 장애학생에 대한 전략교수 효과의 증거 ···········································189
3) 전략교수의 적용절차 ·······································································191
4) 인지교수 적용상의 고려점 ································································203
5) 직접교수와 전략교수 ·········································································204
3. 또래교수 ··································································································205
1) 또래교수의 개념 ················································································205
2) 장애학생에 대한 또래교수 효과의 증거 ···········································205
3) 또래교수의 유형 및 절차 ·································································206

제 7 장 특수교육에서의 수업 관찰과 분석 ······························································215
1. 수업 관찰과 분석의 목적 ·······································································216
1) 수업 관찰과 분석의 필요성 ······························································216
2) 수업 관찰과 분석의 목적 ·································································217
2. 수업 관찰과 분석의 내용 ·······································································220
1) 교육학적 내용 지식의 이해 ······························································220
2) 수업 관찰과 분석의 내용 ·································································222
3. 수업 관찰과 분석의 방법 ·······································································222
1) 인지적 도제 학습의 이해 ·································································222
2) 수업 관찰과 분석의 방법 ·································································227
4. 수업 관찰과 분석의 실제 ·······································································233
1) 양적 수업 관찰과 분석의 실제 ························································233
2) 질적 수업 관찰과 분석의 실제 ························································236

제3부 특수교육의 교재ㆍ교구 연구
제 8 장 특수교육 교재ㆍ교구의 개념과 분류 ···························································249
1. 특수교육 교재ㆍ교구의 개념 ··································································250
1) 교재ㆍ교구의 개념 ············································································250
2) 교재ㆍ교구의 필요성 ·········································································251
3) 교재ㆍ교구의 특성과 기능 ································································252
2. 특수교육 교재ㆍ교구의 분류 ··································································254
1) Hoban과 Dale의 분류 ·····································································254
2) 상징체계에 따른 분류 ·······································································256
3) 교재ㆍ교구의 속성에 따른 분류 ·······················································257
3. 장애영역별 교재ㆍ교구의 분류 ······························································260
1) 시각장애학생과 교재ㆍ교구 ······························································260
2) 청각장애학생과 교재ㆍ교구 ······························································264
3) 지체장애학생과 교재ㆍ교구 ······························································268

제 9 장 특수교육 교재ㆍ교구의 선정 및 제작 ·························································273
1. 특수교육 교재ㆍ교구의 선정기준 ···························································274
1) 기능적 요구 ·······················································································274
2) 교육적 요구 ·······················································································275
3) 기타 ···································································································276
4) 특수학교(급) 교구ㆍ설비 기준 ··························································277
2. 특수교육 교재ㆍ교구의 제작방법 ···························································280
1) 촉각지도 제작방법 ············································································282
2) 음향 자료 제작 방법 ········································································283
3) 장애영역별 교재ㆍ교구 제작의 유의사항 ·········································285

제10장 특수교육 교재ㆍ교구의 활용 및 관리 ·························································291
1. 특수교육 교재ㆍ교구의 활용방법 ···························································292
1) 교재ㆍ교구 활용 원리 ·······································································295
2) 교재ㆍ교구 활용 단계 ·······································································296
3) 영역별 교재ㆍ교구 활용과 적용 ·······················································298
2. 특수교육 교재ㆍ교구의 제시 방법 ·························································303
1) 교재ㆍ교구의 효율성을 고려한 제시 방법 ·······································304
2) 보조공학적 접근을 통한 제시 방법 ·················································306
3. 특수교육 교재ㆍ교구의 배치 및 관리 ·················································307
1) 교재ㆍ교구의 배치 ············································································307
2) 효율적인 교재ㆍ교구 관리 및 보관법 ··············································308


제4부 특수교육 교과 교재 연구 및 지도의 실제
제11장 특수교육 교재ㆍ교구 제작 및 활용 실제 ···················································313
1. 국어과 교재ㆍ교구 제작 및 활용 실제 ·················································314
1) 쓰기 ·································································································314
2) 읽기 ·································································································317
2. 수학과 교재ㆍ교구 제작 및 활용 실제 ·················································322
1) 수와 연산 ··························································································325
2) 동수누가와 동수누감 ·········································································339
3) 계산기의 사용 ···················································································340
4) 측정(시간) ··························································································342

제12장 특수교육 교수ㆍ학습계획안 작성 실제 ·······················································347
1. 교수ㆍ학습계획안 작성의 원리 ······························································348
2. 교수ㆍ학습계획안 작성을 위한 준비 ·····················································349
1) 단원 및 차시의 확인 ········································································349
2) 지도 내용의 확인 ··············································································350
3) 지도 내용에 관한 연구 ·····································································351
4) 수업목표의 진술 ················································································351
5) 수업의 전개 계획 수립 ·····································································353
6) 수업 매체 또는 교수ㆍ학습 자료의 선정 ········································353
7) 수업 기술의 선정 ··············································································354
8) 평가 방법과 도구의 제작 ·································································354
3. 교수ㆍ학습계획안 작성내용 ····································································354
1) 교수ㆍ학습계획안의 의미와 필요성 ··················································354
2) 교수ㆍ학습계획안의 종류 ··································································355
3) 교수ㆍ학습계획안의 구성요소 ···························································355
4. 교수ㆍ학습계획안 작성절차 ····································································356
1) 단원의 개관 ·······················································································356
2) 본시 전개 계획 ·················································································358

제13장 특수교육 교수ㆍ학습 지도 실제 ··································································369
1. 국어과 교수ㆍ학습지도안 ·······································································370
2. 사회과 교수ㆍ학습지도안 ·······································································380
3. 수학과 교수ㆍ학습지도안 ·······································································389
4. 과학과 교수ㆍ학습지도안 ·······································································399

부록 ···················································································································411
부록Ⅰ 경기도 특수학교(급) 교재ㆍ교구 설비 기준 ·······························413
부록Ⅱ 교수·학습 지도 계획안 작성 사례 ··············································485
부록Ⅲ 수업평가 일반 기준 ·····································································517

찾아보기 ·············································································································521

저자소개

저자 : 정동영

저자 정동영은 

한국교원대학교 교육학과 교수

부산교육대학교 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: 특수교육교과교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저) 등

역서: 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역)


저자 : 강경숙

저자 강경숙은 

원광대학교 중등특수교육과 교수

이화여자대학교 졸업(특수교육전공)

이화여자대학교 대학원 졸업(정신지체전공, 특수교육학박사)

논문: 장애학생의 일반초등학교 통합을 위한 관련 변인간 관계 모형개발 및 검증 등

저역서: 공부의 절대 시기: 자기주도학습법, 벽을 넘어서, 특수교육교과교육론(공저) 등


저자 : 남윤석

저자 남윤석은 

위덕대학교 특수교육학부 교수

공주교육대학교 졸업

공주대학교 대학원 졸업(특수교육전공, 교육학박사)

논문: 스캐폴딩 기반 코스웨어의 적용이 지적장애학생의 수학 문장제 문제해결 능력과 독립적인 수행 능력에 미치는 효과 외 다수

저서: 특수교육교과교육론(공저)


저자 : 박중휘

저자 박중휘는 

영동대학교 교수

대구대학교 졸업(특수교육전공)

대구대학교 대학원 졸업(시각장애아교육전공, 문학박사)

논문: 우리나라 시청각장애인의 장애상황 실태 분석 등

저서: 최신 특수교육학 등


저자 : 오세웅

저자 오세웅은 

가야대학교 초등특수교육과 교수

대구대학교 졸업(특수교육전공)

대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)

논문: 특수학교 교육과정의 효율적 운영을 위한 ICT자원 활용방안 등

저서: 탈산업화사회와 특수교육 등
 
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