[목차정보]

Ⅰ. 들어가는 말 ·································································································1
Ⅱ. 헬레네-랑에-학교의 특성 이해를 위한 주요개념 ·······································3
1. 대안학교 ···································································································3
2. 실험학교 ···································································································5
3. 종합학교 ···································································································5
4. 전일제학교 ·······························································································6
5. 개혁교육학 ·······························································································8
Ⅲ. 헬레네-랑에-학교 개관 ·············································································10
1. 학생, 교사, 학급, 시설현황 ···································································10
2. 일과시간 ································································································11
3. 졸업성적 및 PISA 2000의 결과 ···························································11
4. 졸업현황 ································································································13
Ⅳ. 헬레네-랑에-학교 교육실천의 특징 ··························································15
1. 학년단위의 구조 ····················································································15
2. 수업활동에서의 ‘내적 분화’ ··································································17
3. 학생 스스로 학습하고 계획하는 기회제공 ·············································19
4. 생활공동체로서의 학교 ··········································································21
Ⅴ. 한국학교교육에의 시사점 ···········································································24
1. 자율적 재량권을 갖는 학교 안의 작은 학교 ·········································24
2. 학교문화의 개선을 통한 학교만족도 제고 ·············································25
3. 수업과 교육활동에 녹아 있는 역량중심의 교육 ····································27
4. 교육이론과 교육실천의 협력적 관계 ·····················································28
참고문헌 ···········································································································29