개정 교육과정에 따른 특수교육 수학교육론 (2 판 | 양장본 Hardcover)

개정 교육과정에 따른 특수교육 수학교육론 (2 판 | 양장본 Hardcover)

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Vendor: 교육과학사 - 남윤석, 유장순, 이대식, 이필상, 홍성두, 고혜정, 이성진
Type: 특수교육이론
SKU: 9788925420097
Categories: ALL BOOKS 대학교재 a
Tags: 개정교육과정에따른특수교육수학교육론2판양장본Hardcover 고혜정 교육과학사 남윤석 유장순 이대식 이성진 이필상 인문_특수교육 홍성두
Description
이 책은 특수교육 교과교육이 총론 수준에서 나아가 각론 수준으로 확대되는 과정에서 특수교육에서의 수학 교육이 어떻게 자리매김을 할 것인지에 대한 고민과 노력의 두 번째 결과물이다. 저자들 모두가 공동의 협력 작업을 통해 보다 나은 결과물을 얻기 위해 노력하였음에도 불구하고, 부족한 부분이 있을 것으로 생각된다. 수학 학습에 어려움을 겪는 학생들을 지도하는 데 애쓰는 독자들의 아낌없는 지적과 조언을 기대한다. 또한, 수학 학습에 어려움을 겪는 학생들에 관해 연구하는 독자들의 날카로운 논의를 기대한다. 이러한 독자들의 지적과 논의는 특수교육에서의 수학 교육에 관한 이론과 실제를 더 굳게 다져가는 기회가 될 것이기 때문이다. 아무쪼록 이 책이 특수교육에서의 수학 교육에 관한 더 많은 논의와 연구를 불러일으키고, 특수교육 현장에서 수학 수업의 질을 끌어올리는 데 유용하게 활용되기를 바란다.
저자

남윤석,유장순,이대식,이필상,홍성두,고혜정,이성진

(위덕대학교특수교육학부교수)
ㆍ공주교육대학교
ㆍ공주대학교대학원(지적장애교육전공,교육학박사)
ㆍ논문:장점중심특수교육을위한탐색적연구,수학수업에서나타나는특수교육대상학생들의수학학습특성의다양성에관한연구,특수교육관련도서분석을통한특수교육학의학술동향탐색등
ㆍ저서:2022개정특수교육기본교육과정수학과교육과정개발(공저),특수교육기본교육과정수학교과서및지도서(공저),특수교육교과교육론(공저),특수교육교재연구및지도법(공저),장애학생통합교육론(공저),특수교육수학교육론(공저)등

목차

머리말_3

제1부특수교육수학교육의기초

제1장수학과수학교육(이필상)··········································13
1.수학의개념························································14
2.수학의특성과수학교육의성격····································17
3.특수교육대상학생과수학교육······································26

제2장수학교육의목표(이성진)··········································39
1.수학교육의목적···················································40
2.공통교육과정의수학교육목표····································44
3.기본교육과정의수학교육목표····································48

제3장수학교육의내용(홍성두)··········································63
1.미국의수학교육내용··············································64
2.누리교육과정의수학교육내용····································71
3.공통교육과정의수학교육내용····································73
4.기본교육과정의수학교육내용····································82

제4장수학교수ㆍ학습이론(남윤석)·····································93
1.Bruner의EIS이론················································94
2.Freudenthal의수학화교수ㆍ학습··································98
3.Dienes의놀이를통한수학학습··································102
4.Skemp의수학적이해············································107
5.Wertheimer의생산적사고와통찰·······························111
6.Polya의문제해결교육론··········································119
7.Montague와Bos의인지ㆍ초인지전략···························122

제5장수학수업모형(이대식)·············································131
1.수업모형의기초···················································132
2.직접교수법수업모형···············································132
3.개념학습수업모형·················································145
4.원리탐구수업모형·················································148
5.문제해결수업모형·················································150

제6장수학교수ㆍ학습자료(고혜정)····································157
1.구체성과추상성···················································158
2.장애유형별수학교수ㆍ학습자료··································178

제7장수학교육의평가(유장순)·········································189
1.수학평가의목적과방향··········································190
2.수학평가의규준과내용··········································193
3.수학평가의유형과방법··········································199
4.특수교육대상학생을위한평가수정································211
5.수학교육과정의평가··············································217

제2부특수교육수학교육의실제

제8장수이전영역의교수ㆍ학습방법(고혜정)·······················229
1.수이전영역의교수ㆍ학습내용···································230
2.대상영속성이해하기···············································231
3.변별하기··························································233
4.일대일대응하기···················································237
5.비교하기··························································242
6.순서짓기·························································245
7.분류하기··························································249
8.패턴형성하기·····················································250

제9장수영역의교수ㆍ학습방법(이필상)·····························255
1.수영역의교수ㆍ학습내용········································256
2.개수세기와수세기··············································257
3.기수와서수·······················································262
4.자릿값과큰수····················································263
5.화폐·······························································266
6.분수와소수·······················································269

제10장연산영역의교수ㆍ학습방법(홍성두)··························277
1.연산영역의교수ㆍ학습내용······································278
2.지산법····························································282
3.연산학습전략·····················································286
4.연산오류분석····················································296
5.어림측정전략····················································300
6.공학활용·························································302
7.문제해결전략·····················································305
8.곱셈구구전략·····················································319

제11장도형영역의교수ㆍ학습방법(남윤석)··························333
1.도형영역의교수ㆍ학습내용······································334
2.vanHieles의기하학습수준·····································337
3.놀이를통한도형학습············································341
4.조작활동을통한도형학습·······································344
5.쌓기나무를활용한공간감각학습·································348
6.컴퓨터를활용한도형학습········································351
7.역동적평가를통한도형학습·····································356

제12장측정영역의교수ㆍ학습방법(이대식)··························361
1.측정영역의교수ㆍ학습내용······································362
2.측정영역의지도원리············································365
3.길이·······························································367
4.들이·······························································373
5.무게·······························································373
6.넓이·······························································374
7.부피·······························································375
8.시간····

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