[제2판] 사회과 교재연구 및 교수법 > 교육학

4차 산업혁명은 기존 사회와 전혀 다른 새로운 인재와 역량을 요구하고 있다. 단순 지식의 기억보다는 컴퓨터와 인공지능(AI)이 못 하는 문제를 창의적으로 해결할 수 있는 시민의 역량을 필요로 한다. 그런 창의적 인재와 역량을 기르기 위해서 18세기 산업사회에 적합했던 ‘교사 중심의 수업 패러다임’을 ‘학생의 배움 중심의 수업 패러다임’으로 전환할 것을 요구한다. 4차 산업혁명과 미래 사회에서 요구되는 창의적 인재와 시민 역량을 기르기 위해서 수업 패러다임을 바꾸고 어떻게 가르쳐야 하는가를 진지하게 고민해야 할 시점이다.
그래서 이 책에서는 사회과의 수업 패러다임을 바꾸어 4차 산업혁명과 미래 사회에 요구하는 시민을 가르기 위한 교수ㆍ학습법과 평가 방식에 대하여 제시하고자 한다. 또한 교육공학에서 수업설계 모형에 대한 연구를 차용하여 사회과의 ‘수업설계 모형’과 ‘교재연구 모형’을 개발하여 적용하고자 한다. 그리고 4차 산업혁명과 미래사회에서 요구되는 시민 역량을 기르기 위한 교수ㆍ학습 방법과 성장ㆍ과정 중심의 평가 방식을 소개할 것이다.

목차

머리말 / 3
제1부 사회과 수업 설계와 교재 연구
제1장 4차 산업혁명과 수업 패러다임의 전환 / 13
1. 4차 산업혁명과 시민 역량 ································································14
2. 수업 패러다임의 전환 ········································································20
3. 수업을 보는 관점 ···············································································24
4. 좋은 수업의 요소와 특징 ···································································31
제2장 수업 설계와 교재 연구 / 37
1. 수업 설계 모형 ···················································································38
2. 교재 연구 모형 ···················································································44
제3장 사회과의 수업 설계와 교재 연구 / 51
1. 사회과 교육과정의 이해 ·····································································52
2. 사회과의 수업 설계 모형 ···································································57
3. 사회과의 교재 연구 모형 ···································································64

제2부 사회과의 교수 방법
제4장 강의식 수업 / 85
1. 강의식 수업의 의미와 목표 ·······························································86
2. 강의식 수업의 특징 ············································································87
3. 강의식 수업의 유형과 방법 ·······························································88
4. 강의식 수업의 장점과 단점 ·······························································91
제5장 개념 학습과 일반화 학습 / 93
1. 개념 학습의 의미와 목표 ···································································94
2. 속성 모형 ·························································································102
3. 원형 모형 ·························································································106
4. 상황 모형 ·························································································110
5. 개념 학습의 효과와 전략 ································································113
6. 일반화 학습 ······················································································115
제6장 문답식 수업 / 119
1. 문답식 수업의 의미와 목표 ·····························································120
2. 문답식 수업의 장점과 단점 ·····························································122
3. 문답식 수업과 질문의 유형 ·····························································125
4. 문답식 수업의 방법 ·········································································134
5. 문답식 수업의 적용 ·········································································139
6. 문답식 수업의 한계 ·········································································140

제7장 탐구 수업 / 142
1. 탐구 수업의 의미와 목표 ································································142
2. 탐구 수업의 방법 ·············································································144
3. 탐구 수업의 적용 ·············································································145
4. 탐구 수업의 전략 ·············································································153
제8장 문제 해결 학습 / 155
1. ‘문제’의 성격과 종류 ·······································································156
2. 문제 해결 학습의 의미와 목표 ·······················································158
3. 문제 해결 학습의 방법 ····································································160
4. 문제 해결 학습의 적용 ····································································164
제9장 문제 중심 학습 / 167
1. 문제 중심 학습의 의미와 목표 ·······················································168
2. 문제 중심 학습의 방법 ····································································172
3. 문제 중심 학습의 적용 ··································································176
4. 탐구 수업, 문제 해결 학습, 문제 중심 학습의 비교 ···················178
제10장 의사 결정 수업 / 181
1. 의사 결정 수업의 의미와 목표 ·······················································182
2. 개인적 의사 결정 수업의 방법 ·······················································186
3. 집단적 의사 결정 수업의 방법 ·······················································191
4. 의사 결정 수업의 한계 ····································································195
제11장 논쟁 문제 수업 / 197
1. 논쟁 문제 수업의 의미와 목표 ·······················································197
2. 논쟁 문제 수업의 방법 ····································································200

3. 논쟁 문제 수업의 적용 ····································································203
4. 논쟁 문제 수업에서 교사의 역할 ····················································210
5. 논쟁 문제 수업의 한계 ····································································214
6. 문제해결학습, 의사결정수업, 논쟁문제수업의 비교 ························215
제12장 토론 수업 / 218
1. 토의와 토론의 의미 ·········································································219
2. 토론 수업의 목표와 효과 ································································221
3. 토론 수업의 유형 ·············································································224
4. 토론 수업의 방법: 배심 토의, 짝 토의, 찬ㆍ반 대립 토론 ··········225
5. 토론 수업의 규칙과 교사의 역할 ····················································230
6. 토론 수업과 논쟁 문제 수업의 비교 ··············································232
제13장 협동 학습 / 234
1. 협동 학습의 등장 배경 ····································································234
2. 협동 학습의 목표와 필요조건 ·························································236
3. 과제 분담 학습 모형(Jigsaw) ························································242
4. 집단 성취 분담 모형(STAD) ···························································249
제14장 가치 수업 / 253
1. 가치 수업의 의미와 목표 ································································254
2. 가치 주입의 방법과 적용 ································································256
3. 가치 명료화의 방법과 적용 ···························································260
4. 가치 분석의 방법과 적용 ································································264
5. 가치 탐구의 방법과 적용 ································································272

제15장 프로젝트 학습 / 279
1. 프로젝트 학습의 의미와 목표 ·························································279
2. 프로젝트 학습의 방법 ······································································282
3. 프로젝트 학습의 적용 ······································································284
제16장 현장 학습과 체험 학습 / 292
1. 현장 학습의 의미와 목표 ································································293
2. 현장 학습의 유형과 방법 ································································295
3. 체험 학습의 의미와 목표 ································································297
4. 체험 학습의 유형과 방법 ································································302
5. 체험 학습의 모형 ·············································································303
6. 체험 학습 프로그램의 적용 ·····························································310
제17장 지역 학습 / 319
1. 지역 학습의 의미와 목표 ································································320
2. 지역 학습의 내용 ·············································································321
3. 지역 학습의 방법 ·············································································323
4. 지역 학습의 한계 ·············································································324
제18장 지도 학습 / 326
1. 지도 학습의 의미와 목표 ································································327
2. 지도 학습의 내용 ·············································································328
3. 지도 학습의 방법 ·············································································335
4. 지도 학습의 한계 ·············································································337
제19장 이야기식 수업 / 339
1. 내러티브로서 역사 ···········································································340
2. 이야기식 수업의 의미와 목표 ·························································341

3. 이야기식 수업의 방법 ······································································344
4. 이야기식 수업의 효과와 한계 ·························································345
제20장 사료 학습 / 347
1. 사료의 의미와 성격 ·········································································348
2. 사료 학습의 의미와 목표 ································································349
3. 사료 학습의 방법 ·············································································350
4. 사료 학습의 효과 ·············································································354
제3부 사회과의 평가
제21장 사회과의 평가 / 359
1. 사회과의 평가 방법 ·········································································360
2. 사회과 평가 방식의 전환 ································································370
3. 사회과 수행평가의 방법 ··································································373
4. 사회과 수행평가의 전략 ··································································385
참고문헌 / 387
부록
1. 사회과 수업 분석표 ·········································································399
2. 임용고시 문제 분석 ·········································································400

저자소개

박상준
서울대학교 대학원 사회교육과를 졸업하고, 배재고 교사 및 강원대 강사를
거쳐 2004년 이후 전주교육대학교 사회교육과에서 가르치고 있다. 교사의
비전과 전문성을 겸비한 ‘좋은 교사를 양성하는 운동’과 ‘정의로운 학교’를
만들기 위해 교육 운동과 시민단체 활동에 참여하고 있다.
주요 저서와 논문:
저서: ｢비판적 사고와 문답식 수업｣ (2006) ｢사회과교육의 이론과 실제｣(1~4판) (2006~2012) ｢사회과 교육의 이해｣(1~3판) (2013~2018) ｢거꾸로 교실을 넘어 거꾸로 학습으로｣ (2016) ｢중학교 사회 1, 2｣(비상교육) (2009~현재)
논문: ‘행위성향 중심의 시민교육’ (2002, 박사논문)
‘다문화 사회에서 법교육의 방향 연구’ (2009)
‘인권 판단력의 발달에 관한 연구’ (2010)
‘다문화 시민성의 육성을 위한 다문화 교육의 방안’ (2012)
‘법교육 연구의 성과와 과제’ (2013)
‘주제 중심 융합교육과정의 구성 방안’ (2017)

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입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.