교육과정과 교육평가(예비 현직 교사를 위한)(5판)
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▶ 이 책은 교육과정과 교육평가를 다룬 이론서입니다. 교육과정과 교육평가의 기초적이고 전반적인 내용을 학습할 수 있습니다.
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제5판은 교육과정 부문에서는 '2015 개정 교육과정'에 대한 부분이 추가되었다. 그리고 교육평가에서는 '과정 중심 평가'와 '성취평가제'가 추가되었다. 그리고 내용이 지나치게 어렵거나 보충 설명이 필요한 부분에 대해서는 이해를 돕는 내용을 첨가하였다. 이 외에도 이전에 미진한 부분에 대해 많은 보완과 수정이 있었다.
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제1장 교육과정 영역 개관 ·························································13
1. 전통적인 의미의 교육과정 영역 ···············································15
2. 교육과정 개념의 다의성과 관점의 다양성 ·····································18
가. 교육과정 개념의 다의성 ·····················································18
나. 교육과정 관점의 다양성 ·····················································25
3. 교육과정의 역사 개관 ··························································28
가. 교육과정 개발 패러다임 ·····················································29
나. 교육과정 이해 패러다임 ·····················································31
4. 교육과정의 항구적인 쟁점들 ···················································34
가. 학생 대 교과 ································································35
나. 내재적 가치 대 실용적 가치 ················································36
다. 현상 유지 대 사회 변혁 ·····················································38
라. 교육과정 개발 대 교육과정 이해 ············································39
제2장 우리나라 교육과정의 역사적 변천·········································41
1. 해방 전 교육과정 ·······························································42
2. 해방 직후 교육과정~제5차 교육과정 ··········································44
가. 해방 직후 과도기 및 교수요목기 ············································44
나. 제1차 교육과정 ·····························································46
다. 제2차 교육과정 ·····························································48
라. 제3차 교육과정 ·····························································50
마. 제4차 교육과정 ·····························································51
바. 제5차 교육과정 ·····························································53
3. 제6차 교육과정 ·································································55
가. 초등학교 교육과정 ··························································56
나. 중학교 교육과정 ·····························································59
다. 고등학교 교육과정 ··························································60
4. 제7차 교육과정 ·································································62
가. 국민 공통 기본 교육과정 ····················································63
나. 수준별 교육과정 ·····························································65
다. 재량활동 ····································································67
라. 고교 2-3학년의 선택중심 교육과정 ·········································68
5. 2007 개정 교육과정 ···························································71
가. 국민 공통 기본 교육과정의 개선 ············································73
나. 선택중심 교육과정의 개선 ···················································75
6. 2009 개정 교육과정 ···························································77
가. 주요 특징 ···································································78
나. 초등학교 개정 내용 ·························································80
다. 중학교 개정 내용 ···························································82
라. 고등학교 개정 내용 ·························································83
7. 2015 개정 교육과정 ···························································90
가. 초등학교 교육과정 ··························································91
나. 중학교 교육과정 ·····························································93
다. 고등학교 교육과정 ··························································94
제3장 교과 활동(Ⅰ)지식과 교육··············································101
1. 지식 중심 교육의 역사 개관 ··················································102
2. 지식 중심 교육과정 이론 ·····················································107
가. 정신 도야론 ································································108
나. 교과의 구조론 ······························································112
다. 지식의 형식론 ······························································123
제4장 교과 활동(Ⅱ)경험과 교육··············································131
1. 경험 중심 교육의 역사 개관 ··················································132
가. 진보주의 교육 운동의 기원 ················································132
나. 진보주의 교육학회의 창립 ·················································133
다. 킬패트릭의 프로젝트 학습법 ···············································134
라. 생활 적응 교육의 등장 ·····················································136
2. 경험 중심 교육과정의 주요 특징 ·············································138
3. 듀이의 경험과 교육과정 ······················································140
가. 듀이의 경험과 교육 ························································141
나. 교육자의 교과와 학습자의 교과 ············································143
다. 경험의 성장을 위한 교과 발달의 세 단계 ··································147
제5장 교과 활동(Ⅲ)사회변혁과 교육········································153
1. 사회 재건·변혁을 위한 교육의 역사 개관 ··································153
2. 교육과정사회학의 전개와 재생산 이론 ·······································156
가. 경제적 재생산 이론 ························································157
나. 문화적 재생산 이론 ························································159
3. 학교교육과정에 대한 이데올로기 비판 및 생산이론 ·························161
가. 애플의 이데올로기 비판과 헤게모니 분석 ··································162
나. 프레이리의 문제제기식 교육 ···············································164
제6장 잠재적 교육과정···························································171
1. 잠재적 교육과정 논의Ⅰ보수적 관점 ·······································173
가. 잭슨의 잠재적 교육과정 논의 ··············································174
나. 드리븐의 잠재적 교육과정 논의 ············································176
다. 김종서의 잠재적 교육과정 논의 ············································177
2. 잠재적 교육과정 논의Ⅱ급진적 관점 ·······································179
가. 일리치의 잠재적 교육과정 논의 ············································180
나. 보울즈와 긴티스의 잠재적 교육과정 논의 ··································182
다. 애플과 지루의 잠재적 교육과정 논의 ······································184
3. 잠재적 교육과정 관련 쟁점 및 공과 분석 ····································186
가. 잠재적 교육과정 관련 쟁점 ················································187
나. 잠재적 교육과정의 공헌 ····················································190
제7장 교육과정 개발 및 설계····················································195
1. 교육과정 개발의 일반 원리 ···················································196
가. 교육과정 개발의 유형 ······················································196
나. 교육과정 개발 모형 ························································200
2. 교육과정 설계의 일반 원리 ···················································211
가. 교육 목표의 설정 ··························································212
나. 교육 내용의 선정과 조직 ··················································215
3. 교육과정 개발 및 설계의 실제 ···············································218
가. 국가 및 지역 수준의 교육과정 개발 ·······································219
나. 학교 수준의 교육과정 개발 및 설계 ·······································222
제8장 교육평가의 개관···························································229
1. 교육평가의 개념 ·······························································230
가. 평가 ········································································230
나. 교육평가 ···································································232
2. 교육평가의 역사 ·······························································234
가. 미국 교육평가의 역사 ······················································235
나. 한국 교육평가의 역사 ······················································238
3. 교육평가의 절차 ·······························································241
가. 평가의 목적 확인 ··························································241
나. 평가영역과 내용의 선정 ····················································242
다. 평가방법의 결정 ···························································243
라. 평가도구의 선정 및 개발 ··················································244
마. 평가시행을 위한 계획 수립 ················································244
바. 평가환경의 구축 ···························································246
사. 자료의 수집 ································································247
아. 자료의 분석 ································································247
자. 평가결과의 해석 ···························································248
차. 평가결과의 보고 ···························································249
카. 평가결과의 활용 ···························································250
타. 메타평가 ···································································250
제9장 교육평가의 유형···························································255
1. 평가기능에 따른 유형 구분 ···················································255
2. 평가기준에 따른 유형 구분 ···················································257
3. 평가대상에 따른 유형 구분 ···················································259
4. 평가영역에 따른 유형 구분 ···················································260
5. 성취목표 수준에 따른 유형 구분 ·············································261
6. 평가방법에 따른 유형 구분 ···················································262
7. 시간 제한 여부에 따른 유형 구분 ············································264
제10장 지필평가, 수행평가, 컴퓨터 기반 평가···································269
1. 지필평가 ·······································································269
가. 진위형, 선다형, 연결형, 완성형 및 단답형 문항 ···························270
나. 서술형, 논술형 문항 ·······················································274
2. 수행평가 ·······································································276
가. 수행평가의 개념 ···························································277
나. 수행평가의 장점 ···························································278
다. 수행평가의 단점 ···························································280
라. 평가방법 ···································································281
3. 컴퓨터 기반 평가 ·····························································284
가. 컴퓨터 보조검사 ···························································285
나. 컴퓨터이용 검사 ···························································287
다. 컴퓨터이용 개별적응검사 ···················································292
제11장 과정 중심 평가, 성취평가제··············································305
1. 과정 중심 평가 ································································306
가. 과정 중심 평가의 개념 ·····················································306
나. 과정 중심 평가의 실행 ·····················································309
2. 성취평가제 ····································································316
가. 성취평가제의 의미 ·························································317
나. 성취평가제의 운영 ·························································323
제12장 검사 개발 및 문항 제작 ··················································333
1. 검사 개발 ·····································································334
가. 검사의 목적 분명히 하기 ··················································334
나. 무엇을 검사할지 명확히 하기 ··············································335
다. 이원목적분류표 개발 ·······················································336
라. 실제 문항의 개발 및 검사지 개발 ··········································339
2. 문항 제작자의 요건 ···························································343
3. 문항의 요건 ···································································346
4. 선택형 문항 제작의 원리 ·····················································348
가. 진위형 문항 제작의 원리 ··················································349
나. 연결형 문항 제작의 원리 ··················································353
다. 선다형 문항 제작의 원리 ··················································356
5. 서답형 문항 제작의 원리 ·····················································365
가. 단답형 문항 제작의 원리 ··················································365
나. 서술형ㆍ논술형 문항 제작의 원리 ··········································367
제13장 평가도구(검사)의 양호도··················································375
1. 평가도구의 사용 목적과 양호도 ··············································376
2. 검사 점수의 신뢰도 ···························································377
가. 신뢰도 추정하기 ···························································379
나. 신뢰도 계수(알파 계수)에 영향을 주는 요인 ·······························383
다. 신뢰도 계수 해석 ··························································386
3. 검사 점수의 객관도: 준거지향검사 결과의 일관성 ···························387
가. 준거지향검사에서 사용되는 점수 체계 ·····································387
나. 통과/비통과 결정을 위한 준거지향검사의 신뢰도 계수 ·····················388
4. 검사의 타당도 ·································································391
가. 내용 타당도 증거 ··························································393
나. 준거 타당도 증거 ··························································394
다. 구인 타당도 증거 ··························································396
5. 검사의 실용성 ·································································397
제14장 평가 결과의 보고 및 분석················································399
1. 평가결과 해석을 위해 필요한 통계적 개념과 기법 ··························400
가. 도수분포표와 그래프 ·······················································400
나. 중심경향값 ·································································403
다. 분산도 지수 ································································405
라. 정규분포 ···································································407
마. 백분위 ·····································································408
바. 표준점수 ···································································410
사. 스테나인 점수 ······························································413
아. 상관계수 ···································································414
2. 고전검사이론을 이용한 검사 및 문항 분석 ···································416
가. 점검해야 할 검사의 특성 ··················································416
나. 문항 분석 ··································································421
3. 문항반응이론을 이용한 문항 분석 ············································431
가. 문항반응이론의 장점 ·······················································432
나. 문항반응이론의 가정 ·······················································432
다. 문항특성곡선 ·······························································433
라. 문항반응이론의 지수 ·······················································434
마. 문항분석에서의 활용 ·······················································437
찾아보기 / 439
제1장 교육과정 영역 개관 ·························································13
1. 전통적인 의미의 교육과정 영역 ···············································15
2. 교육과정 개념의 다의성과 관점의 다양성 ·····································18
가. 교육과정 개념의 다의성 ·····················································18
나. 교육과정 관점의 다양성 ·····················································25
3. 교육과정의 역사 개관 ··························································28
가. 교육과정 개발 패러다임 ·····················································29
나. 교육과정 이해 패러다임 ·····················································31
4. 교육과정의 항구적인 쟁점들 ···················································34
가. 학생 대 교과 ································································35
나. 내재적 가치 대 실용적 가치 ················································36
다. 현상 유지 대 사회 변혁 ·····················································38
라. 교육과정 개발 대 교육과정 이해 ············································39
제2장 우리나라 교육과정의 역사적 변천·········································41
1. 해방 전 교육과정 ·······························································42
2. 해방 직후 교육과정~제5차 교육과정 ··········································44
가. 해방 직후 과도기 및 교수요목기 ············································44
나. 제1차 교육과정 ·····························································46
다. 제2차 교육과정 ·····························································48
라. 제3차 교육과정 ·····························································50
마. 제4차 교육과정 ·····························································51
바. 제5차 교육과정 ·····························································53
3. 제6차 교육과정 ·································································55
가. 초등학교 교육과정 ··························································56
나. 중학교 교육과정 ·····························································59
다. 고등학교 교육과정 ··························································60
4. 제7차 교육과정 ·································································62
가. 국민 공통 기본 교육과정 ····················································63
나. 수준별 교육과정 ·····························································65
다. 재량활동 ····································································67
라. 고교 2-3학년의 선택중심 교육과정 ·········································68
5. 2007 개정 교육과정 ···························································71
가. 국민 공통 기본 교육과정의 개선 ············································73
나. 선택중심 교육과정의 개선 ···················································75
6. 2009 개정 교육과정 ···························································77
가. 주요 특징 ···································································78
나. 초등학교 개정 내용 ·························································80
다. 중학교 개정 내용 ···························································82
라. 고등학교 개정 내용 ·························································83
7. 2015 개정 교육과정 ···························································90
가. 초등학교 교육과정 ··························································91
나. 중학교 교육과정 ·····························································93
다. 고등학교 교육과정 ··························································94
제3장 교과 활동(Ⅰ)지식과 교육··············································101
1. 지식 중심 교육의 역사 개관 ··················································102
2. 지식 중심 교육과정 이론 ·····················································107
가. 정신 도야론 ································································108
나. 교과의 구조론 ······························································112
다. 지식의 형식론 ······························································123
제4장 교과 활동(Ⅱ)경험과 교육··············································131
1. 경험 중심 교육의 역사 개관 ··················································132
가. 진보주의 교육 운동의 기원 ················································132
나. 진보주의 교육학회의 창립 ·················································133
다. 킬패트릭의 프로젝트 학습법 ···············································134
라. 생활 적응 교육의 등장 ·····················································136
2. 경험 중심 교육과정의 주요 특징 ·············································138
3. 듀이의 경험과 교육과정 ······················································140
가. 듀이의 경험과 교육 ························································141
나. 교육자의 교과와 학습자의 교과 ············································143
다. 경험의 성장을 위한 교과 발달의 세 단계 ··································147
제5장 교과 활동(Ⅲ)사회변혁과 교육········································153
1. 사회 재건·변혁을 위한 교육의 역사 개관 ··································153
2. 교육과정사회학의 전개와 재생산 이론 ·······································156
가. 경제적 재생산 이론 ························································157
나. 문화적 재생산 이론 ························································159
3. 학교교육과정에 대한 이데올로기 비판 및 생산이론 ·························161
가. 애플의 이데올로기 비판과 헤게모니 분석 ··································162
나. 프레이리의 문제제기식 교육 ···············································164
제6장 잠재적 교육과정···························································171
1. 잠재적 교육과정 논의Ⅰ보수적 관점 ·······································173
가. 잭슨의 잠재적 교육과정 논의 ··············································174
나. 드리븐의 잠재적 교육과정 논의 ············································176
다. 김종서의 잠재적 교육과정 논의 ············································177
2. 잠재적 교육과정 논의Ⅱ급진적 관점 ·······································179
가. 일리치의 잠재적 교육과정 논의 ············································180
나. 보울즈와 긴티스의 잠재적 교육과정 논의 ··································182
다. 애플과 지루의 잠재적 교육과정 논의 ······································184
3. 잠재적 교육과정 관련 쟁점 및 공과 분석 ····································186
가. 잠재적 교육과정 관련 쟁점 ················································187
나. 잠재적 교육과정의 공헌 ····················································190
제7장 교육과정 개발 및 설계····················································195
1. 교육과정 개발의 일반 원리 ···················································196
가. 교육과정 개발의 유형 ······················································196
나. 교육과정 개발 모형 ························································200
2. 교육과정 설계의 일반 원리 ···················································211
가. 교육 목표의 설정 ··························································212
나. 교육 내용의 선정과 조직 ··················································215
3. 교육과정 개발 및 설계의 실제 ···············································218
가. 국가 및 지역 수준의 교육과정 개발 ·······································219
나. 학교 수준의 교육과정 개발 및 설계 ·······································222
제8장 교육평가의 개관···························································229
1. 교육평가의 개념 ·······························································230
가. 평가 ········································································230
나. 교육평가 ···································································232
2. 교육평가의 역사 ·······························································234
가. 미국 교육평가의 역사 ······················································235
나. 한국 교육평가의 역사 ······················································238
3. 교육평가의 절차 ·······························································241
가. 평가의 목적 확인 ··························································241
나. 평가영역과 내용의 선정 ····················································242
다. 평가방법의 결정 ···························································243
라. 평가도구의 선정 및 개발 ··················································244
마. 평가시행을 위한 계획 수립 ················································244
바. 평가환경의 구축 ···························································246
사. 자료의 수집 ································································247
아. 자료의 분석 ································································247
자. 평가결과의 해석 ···························································248
차. 평가결과의 보고 ···························································249
카. 평가결과의 활용 ···························································250
타. 메타평가 ···································································250
제9장 교육평가의 유형···························································255
1. 평가기능에 따른 유형 구분 ···················································255
2. 평가기준에 따른 유형 구분 ···················································257
3. 평가대상에 따른 유형 구분 ···················································259
4. 평가영역에 따른 유형 구분 ···················································260
5. 성취목표 수준에 따른 유형 구분 ·············································261
6. 평가방법에 따른 유형 구분 ···················································262
7. 시간 제한 여부에 따른 유형 구분 ············································264
제10장 지필평가, 수행평가, 컴퓨터 기반 평가···································269
1. 지필평가 ·······································································269
가. 진위형, 선다형, 연결형, 완성형 및 단답형 문항 ···························270
나. 서술형, 논술형 문항 ·······················································274
2. 수행평가 ·······································································276
가. 수행평가의 개념 ···························································277
나. 수행평가의 장점 ···························································278
다. 수행평가의 단점 ···························································280
라. 평가방법 ···································································281
3. 컴퓨터 기반 평가 ·····························································284
가. 컴퓨터 보조검사 ···························································285
나. 컴퓨터이용 검사 ···························································287
다. 컴퓨터이용 개별적응검사 ···················································292
제11장 과정 중심 평가, 성취평가제··············································305
1. 과정 중심 평가 ································································306
가. 과정 중심 평가의 개념 ·····················································306
나. 과정 중심 평가의 실행 ·····················································309
2. 성취평가제 ····································································316
가. 성취평가제의 의미 ·························································317
나. 성취평가제의 운영 ·························································323
제12장 검사 개발 및 문항 제작 ··················································333
1. 검사 개발 ·····································································334
가. 검사의 목적 분명히 하기 ··················································334
나. 무엇을 검사할지 명확히 하기 ··············································335
다. 이원목적분류표 개발 ·······················································336
라. 실제 문항의 개발 및 검사지 개발 ··········································339
2. 문항 제작자의 요건 ···························································343
3. 문항의 요건 ···································································346
4. 선택형 문항 제작의 원리 ·····················································348
가. 진위형 문항 제작의 원리 ··················································349
나. 연결형 문항 제작의 원리 ··················································353
다. 선다형 문항 제작의 원리 ··················································356
5. 서답형 문항 제작의 원리 ·····················································365
가. 단답형 문항 제작의 원리 ··················································365
나. 서술형ㆍ논술형 문항 제작의 원리 ··········································367
제13장 평가도구(검사)의 양호도··················································375
1. 평가도구의 사용 목적과 양호도 ··············································376
2. 검사 점수의 신뢰도 ···························································377
가. 신뢰도 추정하기 ···························································379
나. 신뢰도 계수(알파 계수)에 영향을 주는 요인 ·······························383
다. 신뢰도 계수 해석 ··························································386
3. 검사 점수의 객관도: 준거지향검사 결과의 일관성 ···························387
가. 준거지향검사에서 사용되는 점수 체계 ·····································387
나. 통과/비통과 결정을 위한 준거지향검사의 신뢰도 계수 ·····················388
4. 검사의 타당도 ·································································391
가. 내용 타당도 증거 ··························································393
나. 준거 타당도 증거 ··························································394
다. 구인 타당도 증거 ··························································396
5. 검사의 실용성 ·································································397
제14장 평가 결과의 보고 및 분석················································399
1. 평가결과 해석을 위해 필요한 통계적 개념과 기법 ··························400
가. 도수분포표와 그래프 ·······················································400
나. 중심경향값 ·································································403
다. 분산도 지수 ································································405
라. 정규분포 ···································································407
마. 백분위 ·····································································408
바. 표준점수 ···································································410
사. 스테나인 점수 ······························································413
아. 상관계수 ···································································414
2. 고전검사이론을 이용한 검사 및 문항 분석 ···································416
가. 점검해야 할 검사의 특성 ··················································416
나. 문항 분석 ··································································421
3. 문항반응이론을 이용한 문항 분석 ············································431
가. 문항반응이론의 장점 ·······················································432
나. 문항반응이론의 가정 ·······················································432
다. 문항특성곡선 ·······························································433
라. 문항반응이론의 지수 ·······················································434
마. 문항분석에서의 활용 ·······················································437
찾아보기 / 439
저자
저자
김재춘
저자 김재춘(金載春)은
-약력
서울대학교 사범대학 교육학과 졸업
서울대학교 대학원 교육학과 졸업(교육과정 전공 석사)
미국 UCLA 대학원 교육학과 졸업(교육과정 전공 박사)
한국교육개발원 연구원
한국교육과정평가원 책임연구원
세계교과서학회(IARTEM) 아시아 대표이사
대통령비서실(청와대) 교육비서관
교육부 차관
영남대학교 사범대학 교육학과 교수(현)
한국교육개발원 원장(현)
-저서 및 논문
들뢰즈와 교육: 차이 생성의 배움론(공저, 학이시습, 2016)
교육과정: 이론과 실제를 겸비한 인재 양성 지도서(교육과학사, 2016)
교수·학습활동의 이론과 실제(공저, 교육과학사, 2009)
중등학교 교육과정 개선을 위한 8년 연구 이야기(공역, 교육과학사, 2002)
수준별 교육과정의 이해(증보판)(교육과학사, 2002)
동서양 주요 국가들의 교육(공저, 문음사, 1997)
교과서 자유발행제의 의미탐색(2004)
선택과목의 이수기회를 확대하기 위한 원격교육의 활용 방안(2004) 외 다수
-연구보고서
미래형(2009) 교육과정 방향 및 실행체제 연구 외 다수
-박사학위 논문
Displacing a Politics of E Pluribus Unum for a Politics of Difference: An Ideology
Critique of Mainstream School Reform Discourses (1996)
-약력
서울대학교 사범대학 교육학과 졸업
서울대학교 대학원 교육학과 졸업(교육과정 전공 석사)
미국 UCLA 대학원 교육학과 졸업(교육과정 전공 박사)
한국교육개발원 연구원
한국교육과정평가원 책임연구원
세계교과서학회(IARTEM) 아시아 대표이사
대통령비서실(청와대) 교육비서관
교육부 차관
영남대학교 사범대학 교육학과 교수(현)
한국교육개발원 원장(현)
-저서 및 논문
들뢰즈와 교육: 차이 생성의 배움론(공저, 학이시습, 2016)
교육과정: 이론과 실제를 겸비한 인재 양성 지도서(교육과학사, 2016)
교수·학습활동의 이론과 실제(공저, 교육과학사, 2009)
중등학교 교육과정 개선을 위한 8년 연구 이야기(공역, 교육과학사, 2002)
수준별 교육과정의 이해(증보판)(교육과학사, 2002)
동서양 주요 국가들의 교육(공저, 문음사, 1997)
교과서 자유발행제의 의미탐색(2004)
선택과목의 이수기회를 확대하기 위한 원격교육의 활용 방안(2004) 외 다수
-연구보고서
미래형(2009) 교육과정 방향 및 실행체제 연구 외 다수
-박사학위 논문
Displacing a Politics of E Pluribus Unum for a Politics of Difference: An Ideology
Critique of Mainstream School Reform Discourses (1996)
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