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