상품상세정보

국어과교육은 국어교육의 한 분야로 기초교육, 기본교육, 인성교육, 아동교육, 보통교육, 자유교육, 실용교육, 규범교육, 예술교육, 사고교육, 문화교육, 시민교육, 지식교육, 공통필수 교육 등의 특성을 지닌다. 이러한 특성을 토대로 예비교사들이 초등국어과와 관련하여 반드시 알아 두어야 할 사항을 서술하고자 하였다.

목차 머리말 _ 3 제Ⅰ부 ∙ 초등국어과의 이해 제1장❙국어과 성격 13 01 _ 국어과 교육의 성격 13 가. 국어과 교육의 필요성······················································································13 나. 국어교육과 국어과 교육···················································································14 02 _ 국어과 교육의 특성 16 가. 국어과 교육의 세 측면····················································································16 나. 국어과 교육의 특성·························································································22 03 _ 국어과 교육의 탐구 범주와 과제 27 가. 인간 요인·······································································································28 나. 언어 요인·······································································································29 다. 활동(사용) 요인······························································································30 라. 교육 요인·······································································································30 04 _ 외국에서의 자국어 교육 31 제2장❙국어과 교육과정 35 01 _ 국어과 교육과정의 개념과 실행 과정 35 가. 관련 개념의 점검····························································································35 나. 교육과정의 실행 과정······················································································37 02 _ 국어과 교육과정의 역사적 이해 39 가. 변천의 개관····································································································39 나. 구성 관점의 변화····························································································42 03 _ 2022 교육과정의 개정 배경과 개정 중점 46 가. 개정 배경·······································································································46 나. 개정의 중점···································································································48 04 _ 2022 교육과정의 문서 체제와 주요 내용 50 가. 성격과 목표····································································································52 나. 내용 체계와 성취기준······················································································54 다. 교수ㆍ학습 및 평가·························································································60 제3장❙국어과 교재 65 01 _ 국어과 교재의 개념과 위상 65 02 _ 국어과 교재의 기능과 개발 방향 66 03 _ 2022 국어과 교육과정에 따른 교과서의 특징 70 04 _ 2022 교육과정에 따른 국어 교과서의 체제 73 가. 국어 교과서의 외형 체제·················································································73 나. 2022 국어 교과서의 단원 구성 체제·································································74 05 _ 2022 국어 교과용 도서의 활용 방안 78 가. 교과서 활용의 원칙·························································································78 나. 국어 교과서 활용 방안····················································································80 다. 국어 활동 교과서 활용 방안·············································································81 라. 국어 교사용 지도서 활용 방안··········································································83 제4장❙국어과 교수학습 87 01 _ 국어과 수업 관련 주요 개념 87 가. 학습자를 보는 관점·························································································87 나. 개념의 층위····································································································88 다. 교육과 수업, 교수와 학습의 관계······································································89 라. 좋은 국어 수업·······························································································91 마. 국어 수업의 주요 변인····················································································95 바. 국어과 교수ㆍ학습 방법···················································································97 02 _ 국어과 교수ㆍ학습 모형 98 가. 직접 교수 모형·······························································································99 나. 문제 해결 학습 모형······················································································101 다. 창의성 계발 학습 모형···················································································103 라. 지식 탐구 학습 모형······················································································105 마. 반응 중심 학습 모형······················································································106 바. 역할 수행 학습 모형······················································································108 사. 가치 탐구 학습 모형······················································································110 아. 전문가 협동 학습 모형···················································································112 자. 토의ㆍ토론 학습 모형···················································································114 03 _ 2022 교육과정에 나타난 교수ㆍ학습 방향 116 제5장❙국어과 평가 125 01 _ 평가의 개념과 유형 125 가. 측정과 평가··································································································125 나. 국어과 평가의 방향·······················································································130 02 _ 국어과 평가의 방법 133 가. 평가의 기본 전제··························································································133 나. 평가 문항 제작의 일반적 절차········································································134 다. 지필평가의 문항 유형과 제작··········································································136 라. 수행평가의 제작····························································································140 제Ⅱ부 ∙ 분야별 교육 내용과 방법 제6장❙화법과 화법교육 145 01 _ 화법의 본질과 과정 145 가. 화법, 혹은 듣기ㆍ말하기의 본질······································································145 나. 듣기ㆍ말하기의 개념과 특징···········································································146 다. 듣기ㆍ말하기의 과정······················································································148 라. 듣기ㆍ말하기의 구성 요소··············································································151 02 _ 듣기ㆍ말하기 영역의 내용 체계 및 성취 기준 157 가. 듣기ㆍ말하기 영역의 내용 체계와 성취기준······················································157 나. 듣기ㆍ말하기 영역의 내용에 대한 이해····························································162 03 _ 듣기ㆍ말하기의 지도 방법 171 가. 듣기ㆍ말하기 지도의 원리··············································································172 나. 듣기ㆍ말하기 지도의 모형··············································································173 04 _ 듣기ㆍ말하기 평가 175 가. 평가의 방향··································································································175 나. 평가의 방법··································································································176 제7장❙읽기와 읽기교육 179 01 _ 읽기의 개념과 과정 179 가. 관련 개념의 구분··························································································179 나. 읽기의 과정 모형··························································································181 02 _ 읽기 교육의 내용 189 가. 읽기 교육 내용의 개관···················································································190 나. 2015 교육과정의 읽기 교육 내용····································································193 다. 2022 교육과정의 읽기 교육 내용····································································200 03 _ 읽기 지도의 원리와 강조점 218 가. 읽기 지도의 일반 원리···················································································219 나. 2022 교육과정에서 강조한 점········································································225 04 _ 읽기 평가의 방법과 강조점 225 가. 읽기 평가의 방법··························································································226 나. 2022 교육과정에서 강조한 점········································································229 제8장❙쓰기와 쓰기교육 233 01 _ 쓰기 교육의 본질 233 가. 쓰기 교육의 개념과 목표················································································233 나. 쓰기 본질의 연구 동향···················································································235 02 _ 쓰기 교육의 내용 238 가. 쓰기 교육과정·······························································································238 03 _ 쓰기 교육의 지도 원리 243 가. 다양한 쓰기 교육의 방법·············································································· 243 나. 쓰기 과정별 쓰기 교육의 내용········································································245 04 _ 쓰기 평가 258 가. 쓰기 과제의 제시··························································································259 나. 쓰기 평가의 방법··························································································259 제9장❙문법과 문법교육 265 01 _ 문법 교육의 개념과 교육과정 265 가. 문법 교육의 개념··························································································265 나. 문법 교육의 목표··························································································267 다. 문법 영역의 교육과정····················································································268 02 _ 문법 교육의 내용 이해 275 가. 문자 교육·····································································································275 나. 발음 교육·····································································································277 다. 어휘 교육·····································································································282 라. 문장 교육·····································································································287 03 _ 문법 교육의 지도 방법 291 04 _ 문법 영역의 평가 293 제10장❙문학과 문학교육 299 01 _ 문학 교육의 필요성 299 가. 문학의 특성과 교육적 가치·····························&mid

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