Préface / 2

Partie 1 : Réagir ! Restructurer le programme d'éducation spécialisée

Chapitre 1 Introduction générale au programme d'éducation spécialisée ·· ...
1.
L’évolution des programmes d’enseignement spécialisé et leur fondement juridique ·········································11
1) Processus de changement ······························································································································11
2) Base juridique ············································································································17
2.
Principaux éléments du programme d'études révisé de 2022 en éducation spécialisée ···················································19
1) Programme de maternelle ········································································································24
2) Programme commun et programme à option ················································································25
3) Programme de base ···········································································································28

Chapitre 2 Détails du programme d'éducation spécialisée révisé de 2022 ······························································ 33
1.
Caractéristiques du programme d'études révisé de 2022 en éducation spécialisée ·············································33
2.
Contenus clés de chaque matière du programme de base ·································································36
1) Programme intégré : Bien vivre, vivre sagement, vivre heureux ····················································36
2) Coréen ·· ...
3) Société ···························································································································42
4) Mathématiques ·································································································································43
5) Sciences ·· ...
6) Fruits ······················································ ····················································46
7) Carrière et profession ···········································································································48
8) Éducation physique ·· ...
9) Musique ·· ...
10) Art ·· ...
11) Sélection : Utilisation des technologies de l'information et de la communication ···························································································53
12) Sélection : Anglais quotidien ·· ...
13) Sélection : Santé ·· ...
14) Activités expérientielles créatives ·································································································57
15) Activités de la vie quotidienne ·· ...

Chapitre 3 Théorie et stratégies de restructuration des programmes d'études .......................................................................................... 61
1.
Les compétences dont les enseignants ont besoin pour restructurer le programme scolaire ···················································65
2.
Types de restructuration des programmes d'études ···················································································69
3.
Théorie de la restructuration des programmes d'études ·················································································73
1) Distinction entre les documents et le matériel pédagogiques ·······································································································74
2) Processus de restructuration des programmes d'études ······················································································76
3) Processus de restructuration des programmes de formation des enseignants ···································77
4) Reconstruction selon le modèle de conception à rebours ·································································82
5) Restructuration selon une conception de programme d'études axée sur les concepts ···································································91

Découvrez la deuxième partie : Restructuration des programmes d’éducation spécialisée !

Chapitre 1 : Restructuration du programme d'études au sein de la discipline ·· ...
1.
Restructuration des programmes d'études axée sur les sanctions et conception de l'enseignement et de l'apprentissage ··················································107
1) Étape 1 : Sélectionner les sanctions à reconstituer.
···································································108
2) Étape 2 : Définir le but et l’intention de la reconstruction.
··············································109
3) Étape 3 : Analyser le niveau de l'apprenant.
·····························································109
4) Étape 4 : Élaborer un réseau thématique de programmes d’études axé sur les sanctions (sélection du support pédagogique) ··············111
5) Étape 5 : Créer un tableau de restructuration et de structure du programme d’études axé sur les sanctions.
···············112
6) Étape 6 : Créer un plan d’orientation spécifique axé sur les sanctions.
·································114
2.
Restructuration du programme d'études unité par unité et conception pédagogique pour l'apprentissage par projet 119
1) Choisissez un sujet de projet et créez un réseau thématique.
························································121
2) Planifier et préparer l'apprentissage par projet.
····································································123
3) Mettre en œuvre l'apprentissage par projet.
·····················································································130

Chapitre 2 : Restructuration du curriculum intégré et conception de l’enseignement et de l’apprentissage ······································ 137
1.
Restructuration des programmes d'études interdisciplinaires ···························································································140
1) Analyse du niveau d'apprentissage ·····························································································140
2) Création d'une carte mentale du programme pour la sélection des sujets ···················································································140
3) Justification du choix et de la réorganisation du sujet ·················································································141
4) Analyse du programme et du plan d'enseignement par unité thématiquement liés ·····································142
5) Établissement d'un réseau thématique reconstitué et d'un plan cartographique ················································143
6) « Le journal alimentaire de la grande carpe » : Reconstruction du contenu à travers les sujets ···········145
7) Préparation et mise en œuvre de plans de leçon détaillés par sujet ··················································146
2.
Restructuration des programmes d'études entre matières et activités expérientielles créatives : accent sur l'éducation aux droits de l'homme… 148
1) Création d'une carte mentale pour la sélection d'un sujet d'activité expérientielle créative ··················································148
2) Rédiger les raisons du choix et de la réorganisation du sujet ····················································································150
3) Extraction des unités pertinentes par sujet et création d'un tableau de structure du programme d'études par sujet ···············151
4) Création d'un réseau thématique reconstruit ······················································································155
5) Analyse des unités connexes et élaboration d'un plan de réorganisation ··················································156
6) Préparation et mise en œuvre de plans de leçon détaillés par sujet ··················································157

Partie 3 : Cuisiner le programme d'éducation spécialisée !!

Chapitre 1 : Restructuration du curriculum en fonction des normes de réussite ·· ...
1.
L'importance de restructurer les programmes scolaires autour des normes de réussite ··················································163
1) Analyse des critères de réussite ·················································································································164
2) Normes de réussite et plan d'évaluation ·································································································166
3) Composition de l'activité en classe ··················································································································168
2.
Restructuration des programmes d'études : une étude de cas ··················································169
1) Analyse des caractéristiques de la classe ············································································································169
2) Analyse des critères de réussite ··································································································170
3) Plan d'évaluation ··························································································································170
4) Composition de l'activité en classe ··················································································································171
5) Exécution des classes par période ·······································································································172

Chapitre 2 Programme d'études des écoles spécialisées fondé sur les normes de réussite du programme d'études de base ···························· 175
1.
Classification des normes de réussite par matière et niveau scolaire ···································································176
2.
Planification des programmes (contenu) fondée sur les normes de réussite ············································181
3.
Plan d'évaluation du curriculum fondé sur les normes de réussite ·······························································183
4.
Techniques d'évaluation fondées sur des critères de réussite ··················································································185
5.
Autres considérations relatives à la mise en œuvre du programme de formation des enseignants 186

Chapitre 3 : Structure des spécialisations et des cours liés à l’environnement ······················ 189
1.
Spécialisations et programmes d'études des écoles spécialisées 190
1) Organisation et structure du programme d'études ··································································································190
2) Sélection des normes de réussite en matière de transformation des aliments ························191
3) Système de contenu du programme (Transformation des aliments) ·········································································································193
4) Normes de réussite et éléments d'orientation par niveau scolaire (transformation des aliments) ·······································195
5) Programme d'études en transformation des aliments ·······································································································197
2.
Éducation à la transition écologique liée au programme de transformation des aliments ··················································198
1) Sélection d'un contenu d'orientation conforme aux normes de réussite ························································199
2) Matériel de préparation des enseignants en matière d'éducation à la transition écologique ·· ...
3) Matériel de présentation pour les élèves sur l'éducation à la transition écologique ························································································204
3.
Éducation à la transition écologique : focus sur la pratique ··································································205

Annexe 1 : Restructuration du programme d'études pour les élèves présentant des handicaps multiples ············· 209
Annexe 2 : Structure du contenu du programme d’études en éducation spécialisée révisé de 2022 par matière ···················································· 244
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