머리말 / 3

제1장 국가 교육과정과 학교 교육과정 ······································13
1. 양적교육에서 질적교육으로 ···········································14
2. 국가 교육과정과 질적교육 ············································16
3. 학교 교육과정 편성 운영의 기준 ·····································18
1) 학교 교육과정의 편성과 관련된 기준 ·······························19
2) 학교 교육과정의 운영과 관련된 기준 ·······························22
3) 학생 평가와 관련된 기준 ···········································25
4) 학교 교육과정의 편성과 운영의 토대와 관련된 기준 ················26
4. 학교 교육과정의 편성 운영과 실천연구 ······························28
5. 학교 교육과정 편성 운영과 교사의 역할 ·····························31
6. 학교 교육과정 편성 운영의 원리 ·····································36
1) 학생으로부터 ·······················································37
2) 지역에 기반 ························································38
3) 공통성과 특수성 조화 ··············································39
4) 체험과 지식의 유기적 연관 ·········································40
5) 과정 중심 ··························································41
6) 충분한 시간 ························································42
7) 실천연구 체제 구축 ················································43

제2장 학교 교육과정의 편성과 운영의 난점 ·······························47
1. 분석의 대상과 방법 ···················································47
2. 완주지역의 학교 교육과정 편성 운영 실태 ··························51
1) 시책 중심 ··························································51
2) 막연한 학생 특성 ··················································61
3) 특수성 상실 ························································68
4) 이원 병렬 ··························································82
5) 재구성으로서 지역화 ···············································89
6) 비유기적 교사 연수 ················································95
3. 학교 교육과정 편성 운영 실태의 원인 ······························103
1) 국가 교육과정의 모순 ·············································105
2) 교육 행정 체제와의 모순 ··········································115
3) 교사 역량의 불일치 ···············································126
4. 대안적 시도와 한계 ·················································129
1) 마을 학교 교육과정 ···············································129
2) 해결되지 않은 문제 ···············································136

제3장 학교 교육과정 편성과 운영의 재해석 ······························147
1. 공통성과 특수성 ·····················································147
2. 학교 교육과정 편성 운영의 방향 ····································158
1) 기초와 기본의 형성 ···············································158
2) 맞춤형 편성 운영 ·················································170
3) 학생 중심 교사 주체 ··············································172
4) 집중과 통합 ·······················································173
5) 작은 학교다운 ····················································176
3. 학교 교육과정 편성 운영의 과정 ····································178
1) 목표 중심 교육과정 편성 운영의 과정 ·····························178
2) 학생 중심 교육과정 편성 운영의 과정 ·····························180
4. 학교 교육과정의 편성 ···············································183
1) 학생 교육과정과 학교 교육과정 ···································183
2) 활동과 시간의 배치 ···············································185
3) 공간과 사물의 배치 ···············································192
4) 교사의 시간 ·······················································194

제4장 학교 교육과정의 운영과 수업 ·······································197
1. 교육과정 운영의 재해석: 공정에서 연희로 ··························197
1) 공정(工程)으로서의 교육과정 운영 ·································197
2) 연희(演戱)로서의 교육과정 운영 ···································201
2. 수업의 재해석: 수업(授業)에서 수업(修業)으로 ·····················207
1) 수업의 구성 요소 ··················································207
2) 수업(授業): 정보의 전달 ···········································209
3) 수업(囚業): 정보의 탐구 ···········································213
4) 수업(修業): 안목의 형성 ···········································227
5) 역설적 문제 상황과 체험 ··········································238
3. 수업(修業)의 과정: 아이의 눈으로 수업 하기 ·······················246
1) 학생의 이해 ·······················································247
2) 역설적 문제 상황의 설정 ··········································253
3) 시행착오와 조력 ··················································255
4) 발표와 토론 ·······················································259
5) 교사의 시범 ·······················································261
6) 평가와 방안 모색 ·················································262

제5장 풀뿌리 교육을 향하여 ················································267
1. 뿌리 없는 나무 ······················································267
1) 교육 혁신의 역설 ··················································267
2) 교육 혁신의 재해석 ···············································273
3) 구조적 모순 ·······················································275
4) 누가 도토리를 심을까? ············································284
2. 풀뿌리 교사 ·························································289
1) 교사의 삼중성 ·····················································289
2) 실천연구자 ························································293
3) 실천연구의 방법 ··················································298
3. 풀뿌리 학교 ·························································307
1) 작은 학교 ·························································307
2) 실천연구 중심 학교 조직 ··········································308
3) 실천연구 교사 ····················································312
4. 지역 풀뿌리 교육 체제 ··············································315
1) 지역 교육 연구소 ··················································315
2) 실천연구 워크숍 ··················································319
3) 실천연구 컨설팅 ··················································324
4) 실천연구 세미나 ··················································325
5) 실천연구 심포지엄 ················································328
6) 풀뿌리 교육 실현 ·················································332
5. 천리 길도 한걸음부터 ···············································334

부록: 지역은 교육 혁신의 블루오션인가? ·································337
1. 교육 혁신의 블루오션 ···············································337
2. 블루오션 속의 레드오션 ·············································341
3. 레드오션 속의 블루오션 ·············································351
참고문헌 / 358
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