이 연구는 서울의 혁신학교를 교육복지 관점에서 사례연구한 것입니다.
이번 5.11일에 서울혁신교육 컨퍼런스에서 2-3세션에서 발제자인,
교육부 교육복지정책과 김경숙 연구사의 박사학위논문임을 밝힙니다.
연구 당시 협력하며 함께 고민한 기억이 납니다.
저자의 동의를 얻어 탑재합니다.
이 연구는 교육복지가 어려운 학생들을 지원하는 것이라는 기존의 관점을 넘어
진정한 교육복지는 혁신학교에서 이루어지는 수업혁신 및 인권존중이라는 관점에서 분석하고 있습니다.
--------------------------------------------------------------------
<목 차>
표 목차 ················································································································ⅳ
논문요약 ··············································································································ⅴ
Ⅰ. 서 론 ···································································································· 1
1. 연구의 필요성 및 목적 ···············································································1
2. 연구 문제 ·······································································································4
3. 연구의 범위 및 제한점 ···············································································5
Ⅱ. 이론적 배경 ························································································6
1. 교육복지 ·········································································································6
가. 교육복지의 개념 ·····················································································6
나. 교육복지의 원리와 핵심가치 ·····························································10
다. 교육복지에 대한 시대적ㆍ사회적 요구와 인식의 변화 ··············· 15
2. 혁신학교 ·······································································································20
가. 혁신학교의 개념 ···················································································20
나. 혁신학교의 추진배경 ···········································································22
다. 혁신학교의 목표와 주요원리 ·····························································26
라. 혁신학교의 혁신영역 및 핵심과제 ··················································· 33
3. 교육복지와 혁신학교 ·················································································37
가. 학교수준 교육복지의 과제와 영역 ··················································· 37
나. 학교수준 교육복지와 혁신학교의 연관성 ······································· 42
Ⅲ. 연구방법 ····························································································45
1. 연구현장 ·······································································································47
2. 연구방법 및 절차 ·······················································································54
가. 연구방법 ·································································································54
나. 자료수집 ·································································································56
다. 자료분석 및 해석 ·················································································61
Ⅳ. 연구결과 ····························································································63
1. 학교운영 혁신 ·····························································································64
가. 돌봄기능 강화체계 구축 ·····································································64
나. 교사업무 정상화 ···················································································72
다. 교사 혁신연수 체계 구축 ···································································81
2. 수업 혁신 ·····································································································88
가. 배움중심 교육으로 전환 ·····································································88
나. 범교과 수업연구회 ·············································································118
다. 수업 공개 ·····························································································123
3. 학교문화 혁신 ···························································································129
가. 학생인권 혁신 ·····················································································129
나. 학생복지 혁신 ·····················································································166
Ⅴ. 논의 ··································································································173
1. 학교혁신의 교육복지적 의의 ·································································174
가. 학교운영 측면: 돌봄ㆍ보살핌, 유의미성 ······································· 174
나. 수업 측면: 관계맺음, 평등성, 유의미성 ········································ 178
다. 학교문화 측면: 인권, 존중ㆍ배려, 관계맺음, 유의미성, 돌봄 ·· 183
2. 교육복지 관점에서 학교혁신이 갖는 의미: 교육소외 극복의 노력 · 188
가. 교육본질 회복 노력 ···········································································188
나. 공동체성 형성 ·····················································································195
Ⅵ. 결론 및 제언 ················································································· 205
1. 결론 ·············································································································205
2. 제언 ·············································································································208
이 연구는 서울의 혁신학교를 교육복지 관점에서 사례연구한 것입니다.
이번 5.11일에 서울혁신교육 컨퍼런스에서 2-3세션에서 발제자인,
교육부 교육복지정책과 김경숙 연구사의 박사학위논문임을 밝힙니다.
연구 당시 협력하며 함께 고민한 기억이 납니다.
저자의 동의를 얻어 탑재합니다.
이 연구는 교육복지가 어려운 학생들을 지원하는 것이라는 기존의 관점을 넘어
진정한 교육복지는 혁신학교에서 이루어지는 수업혁신 및 인권존중이라는 관점에서 분석하고 있습니다.
--------------------------------------------------------------------
<목 차>
표 목차 ················································································································ⅳ
논문요약 ··············································································································ⅴ
Ⅰ. 서 론 ···································································································· 1
1. 연구의 필요성 및 목적 ···············································································1
2. 연구 문제 ·······································································································4
3. 연구의 범위 및 제한점 ···············································································5
Ⅱ. 이론적 배경 ························································································6
1. 교육복지 ·········································································································6
가. 교육복지의 개념 ·····················································································6
나. 교육복지의 원리와 핵심가치 ·····························································10
다. 교육복지에 대한 시대적ㆍ사회적 요구와 인식의 변화 ··············· 15
2. 혁신학교 ·······································································································20
가. 혁신학교의 개념 ···················································································20
나. 혁신학교의 추진배경 ···········································································22
다. 혁신학교의 목표와 주요원리 ·····························································26
라. 혁신학교의 혁신영역 및 핵심과제 ··················································· 33
3. 교육복지와 혁신학교 ·················································································37
가. 학교수준 교육복지의 과제와 영역 ··················································· 37
나. 학교수준 교육복지와 혁신학교의 연관성 ······································· 42
Ⅲ. 연구방법 ····························································································45
1. 연구현장 ·······································································································47
2. 연구방법 및 절차 ·······················································································54
가. 연구방법 ·································································································54
나. 자료수집 ·································································································56
다. 자료분석 및 해석 ·················································································61
Ⅳ. 연구결과 ····························································································63
1. 학교운영 혁신 ·····························································································64
가. 돌봄기능 강화체계 구축 ·····································································64
나. 교사업무 정상화 ···················································································72
다. 교사 혁신연수 체계 구축 ···································································81
2. 수업 혁신 ·····································································································88
가. 배움중심 교육으로 전환 ·····································································88
나. 범교과 수업연구회 ·············································································118
다. 수업 공개 ·····························································································123
3. 학교문화 혁신 ···························································································129
가. 학생인권 혁신 ·····················································································129
나. 학생복지 혁신 ·····················································································166
Ⅴ. 논의 ··································································································173
1. 학교혁신의 교육복지적 의의 ·································································174
가. 학교운영 측면: 돌봄ㆍ보살핌, 유의미성 ······································· 174
나. 수업 측면: 관계맺음, 평등성, 유의미성 ········································ 178
다. 학교문화 측면: 인권, 존중ㆍ배려, 관계맺음, 유의미성, 돌봄 ·· 183
2. 교육복지 관점에서 학교혁신이 갖는 의미: 교육소외 극복의 노력 · 188
가. 교육본질 회복 노력 ···········································································188
나. 공동체성 형성 ·····················································································195
Ⅵ. 결론 및 제언 ················································································· 205
1. 결론 ·············································································································205
2. 제언 ·············································································································208