학습장애 학생을 위한 교수-학습전략(제3판)

이 책의 2쇄에서 오탈자를 많이 교정을 했었지만, 여전히 오탈자가 발견되고, 내용 부분에서도 미진한 점이 많아 개정을 하기로 하였다. 1장의 경우, 통합교육 부분에 좀 더 설득력 있는 내용을 넣고자 하였다. 3장의 경우는 수준별 교육과 교실관리 쪽에 초점을 맞추면서 이 책이 교수-학습전략을 주로 다루는 전문서적이지만, 교실수업에서 각 차시의 주요개념(어휘)의 지도전략으로서 직접교수와 명시적 교수에 대해 좀 더 구체적으로 소개하고자 하였다. 그리고 II부의 ‘학습장애 학생을 위한 학습전략’ 부분에는 세련되지 않은 아이디어들을 조금 더 정련화시키고 정보 및 내용이 미흡한 부분에는 더 보완하고자 하였다.

3판을 내면서 ··············································································3 책을 펴면서 ················································································4 Ⅰ. 특수학생 통합교육 제1장 특수학생의 통합교육 ······································································13 1. 장애인 등에 대한 특수교육법 ·························································13 2. 미국의 장애인 교육법과 장애인 관련 교육법 ········································18 3. 통합교육 ···············································································24 4. 관련서비스 ············································································39 5. 특수교육 관련 용어 ···································································43 제2장 학습장애 아동들의 특성··································································47 1. 학습장애 정의의 문제 ·································································47 2. 난독증 ·················································································55 3. 학습장애에 대한 조작적 정의와 중재반응 모형 ······································64 4. 학습장애 아동들의 행동특성 ··························································73 5. 학습장애 학생의 학습특성 ····························································79 6. 학습장애 아동과 우반구적인 정보처리 ················································85 7. 학습장애 아동의 조기선별을 위한 검목표 ············································91 제3장 수준별 수업과 교실관리··································································93 1. 직접교수 ···············································································93 2. 명시적 교수 ···········································································97 3. Scaffolding과 Vygotsky 이론의 응용 ·············································103 4. 개별화교육계획 ·······································································110 5. 통합학급 조직 및 관리전략 ··························································114 제4장 특수아동을 위한 긍정적 행동지원전략················································119 1. 긍정적인 행동지원의 선수조건 ······················································119 2. 학생의 성취동기 향상전략 ···························································121 3. 행동수정전략 ·········································································127 Ⅱ. 학습장애 학생을 위한 학습전략 제5장 듣기ㆍ말하기 학습전략··································································149 1. 학습장애 아동과 듣기 ································································149 2. 학습장애 아동과 말하기 ·····························································151 3. 발표하기 전략 ········································································163 4. 표준 받침 발음 전략 ································································164 5. 이야기 읽기를 통한 대화 촉진전략 ··················································172 6. 말하기 전략 ··········································································175 7. 주제 말하기 표현 전략 ······························································176 8. 교육계획 표현전략 ···································································181 제6장 읽기 학습전략 ············································································183 1. 학습장애 아동과 읽기 ································································183 2. 독해전략: 요약하기 ··································································206 3. 독해ㆍ내용정리전략 ··································································208 4. 단어 확인전략 ········································································211 5. 사전지식 활성화 전략 ································································212 6. 심상재현 전략 ········································································213 7. 이야기 문법 전략 ····································································215 8. 질문전략 ·············································································225 9. 요약전략 ·············································································227 10. 상호호혜 교수전략 ··································································228 제7장 쓰기 학습전략············································································231 1. 학습장애 학생과 쓰기 ································································231 2. 철자 교수전략 ········································································239 3. 문장작성전략 ·········································································240 4. 단락 쓰기 전략 ······································································246 5. 보고서 쓰기 전략 ····································································249 6. 독후감 쓰기 전략 ····································································251 7. 시 써 보기 전략 ·····································································254 8. 편지쓰기 전략 ········································································255 제8장 수학 학습전략············································································257 1. 학습장애 아동과 수학 ································································257 2. 수학에 대한 긍정적인 태도형성 전략 ···············································258 3. 세 자리 끊어 읽기 ···································································260 4. 사칙연산 학습전략 ···································································260 5. 구구단 외우기 전략 ··································································263 6. 측정: inch, feet, yard에 대한 개념 ···············································266 7. 분수 계산전략 ········································································267 8. 문제풀이 전략 ········································································268 9. 응용문제 풀이 전략 ··································································270 10. 끼리네 분수전략 ····································································271 11. 분수와 소수 계산전략 ······························································273 제9장 사회와 과학 학습전략 ···································································275 1. 사회 학습전략 ········································································275 2. 국사지도 그리기 전략 ································································276 3. 역사요약 전략 ········································································278 4. 과학(자연) 학습전략 ·································································280 5. 도표를 이용한 분류 전략 ····························································280 제10장 학습방법에 관한 학습전략·····························································283 1. 숙제하기 전략 ········································································283 2. 공책정리 전략 ········································································286 3. 제출물 관리 전략 ····································································288 4. 협동학습을 위한 전략 ································································288 5. 정보기억전략 ·········································································289 6. 그래픽 조직자 전략 ··································································290 제11장 사회성 학습전략·········································································293 1. 학습장애 학생의 사회성 진단평가 ···················································293 2. 정서적 자신감 지원전략 ·····························································296 3. 동료를 받아들이는 사회성 기술 전략 ···············································297 4. 악담과 욕설 퇴치전략 ································································298 5. 학습장애 학생의 사회성 지원전략 ···················································300 Ⅲ. 학습전략의 교수 및 개발 제12장 학습전략의 교수방법···································································309 1. 인지이론 ·············································································309 2. 인지전략 ·············································································312 3. 학습전략에 있어서 인지, 초인지, 정의적 측면의 중요성 ···························313 4. 학습전략 교수의 특성 ································································316 5. 기억장치 ·············································································325 6. 학습전략 교수의 단계 ································································338 7. 시험전략 교수의 예 ··································································343 제13장 전략개입모형과 학습전략의 개발······················································353 1. 전략개입모형과 개발방법 ····························································353 2. 학습전략 개발의 예 ··································································359 Ⅳ. 기타 장애영역 제14장 경도 지적장애 학생 ····································································369 1. 경도 지적장애 정의 ··································································369 2. 경도 지적장애 학생들의 행동특성 ···················································370 3. 경도 지적장애 학생들의 학습특성 ···················································373 4. 교수-학습전략 ·······································································374 제15장 정서/행동장애 학생·····································································381 1. 정서ㆍ행동장애의 정의 ······························································381 2. 정서ㆍ행동장애 학생들의 행동특성 ··················································382 3. 정서ㆍ행동장애 학생들의 학습특성 ··················································383 4. 교수-학습전략 ·······································································385 제16장 언어장애 아동들의 특성·······························································391 1. 언어장애의 정의 및 분류 ····························································391 2. 언어장애아동들의 특성 ·······························································392 3. 교수-학습전략 ·······································································392 제17장 감각운동장애 학생······································································395 1. 청각장애 학생 ········································································395 2. 시각장애 학생 ········································································400 3. 지체장애 학생들의 특성 ·····························································403 참고문헌 ·················································································405 부 록 ················································································428 찾아보기 ·················································································429