[제3판] 사회과 교재연구 및 교수법 > 교과교육(각교과교육론)

제3판에서는 미래 교육과 미래 시민 역량이 무엇인지 탐색하고, 미래 시민 역량을 교육하기 위해 사회과의 패러다임을 ‘학생 중심 수업 패러다임’으로 전환해야 한다는 내용을 강화했다. 그리고 디지털 시대에 사회과의 수업 패러다임을 바꾸어 미래 시민 역량을 교육하기 위한 수업 형태로서 블렌디드 러닝, 거꾸로 교실 등을 새로 추가했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 잡고 효율적으로 준비하도록 구성했다.

목차

머리말 / 3

제1부 사회과의 수업 설계와 교재 연구

제1장 미래 교육과 사회과 패러다임의 전환 / 13

1. 미래 교육에 대한 오해 ······································································13

2. 미래 교육과 미래 시민 역량 ·····························································15

3. 시민 역량 교육과 사회과 패러다임의 전환 ······································22

4. 사회과에서 좋은 수업의 요소와 특징 ···············································28

제2장 수업 설계와 교재 연구 / 34

1. 수업 설계 모형 ···················································································35

2. 교재 연구 모형 ···················································································41

제3장 사회과의 수업 설계와 교재 연구 / 48

1. 사회과 교육과정의 이해 ·····································································49

2. 사회과의 수업 설계 모형 ···································································54

3. 사회과의 교재 연구 모형 ···································································61

제2부 사회과의 교수 방법

제4장 블렌디드 러닝 / 83

1. 블렌디드 러닝의 의미, 구조, 장점 ····················································83

2. 블렌디드 러닝의 유형 ········································································87

3. 스테이션 순환 학습의 방법 ·······························································89

4. 거꾸로 교실의 방법 ············································································94

5. 블렌디드 러닝의 효과 ······································································100

제5장 강의식 수업 / 103

1. 강의식 수업의 의미와 목표 ·····························································104

2. 강의식 수업의 특징 ·········································································105

3. 강의식 수업의 유형과 방법 ·····························································106

4. 강의식 수업의 장점과 단점 ·····························································109

제6장 개념 학습과 일반화 학습 / 111

1. 개념 학습의 의미와 목표 ································································112

2. 속성 모형 ·························································································120

3. 원형 모형 ·························································································124

4. 상황 모형 ·························································································128

5. 개념 학습의 효과와 전략 ································································131

6. 일반화 학습 ······················································································133

제7장 문답식 수업과 질문법 / 137

1. 문답식 수업의 의미와 목표 ·····························································138

2. 문답식 수업의 장점과 단점 ·····························································140

3. 질문의 유형과 질문법 ······································································143

4. 문답식 수업의 방법 ·········································································152

5. 문답식 수업의 적용 ·········································································157

6. 문답식 수업의 한계 ·········································································158

제8장 탐구 수업 / 160

1. 탐구 수업의 의미와 목표 ································································160

2. 탐구 수업의 방법 ·············································································162

3. 탐구 수업의 적용 ·············································································163

4. 탐구 수업의 전략 ·············································································171

제9장 문제 해결 학습 / 173

1. ‘문제’의 성격과 종류 ·······································································174

2. 문제 해결 학습의 의미와 목표 ·······················································176

3. 문제 해결 학습의 방법 ····································································178

4. 문제 해결 학습의 적용 ····································································182

제10장 의사 결정 수업 / 185

1. 의사 결정 수업의 의미와 목표 ·······················································186

2. 개인적 의사 결정 수업의 방법 ·······················································190

3. 집단적 의사 결정 수업의 방법 ·······················································195

4. 의사 결정 수업의 한계 ····································································199

제11장 논쟁 문제 수업 / 201

1. 논쟁 문제 수업의 의미와 목표 ·······················································201

2. 논쟁 문제 수업의 방법 ····································································204

3. 논쟁 문제 수업의 적용 ····································································207

4. 논쟁 문제 수업에서 교사의 역할 ····················································214

5. 논쟁 문제 수업의 한계 ····································································218

6. 문제해결학습, 의사결정수업, 논쟁문제수업의 비교 ························219

제12장 토론 수업 / 222

1. 토의와 토론의 의미 ·········································································223

2. 토론 수업의 목표와 효과 ································································225

3. 토론 수업의 유형 ·············································································228

4. 토론 수업의 방법: 배심 토의, 짝 토의, 찬ㆍ반 대립 토론 ··········229

5. 토론 수업의 규칙과 교사의 역할 ····················································234

6. 토론 수업과 논쟁 문제 수업의 비교 ··············································236

제13장 협동 학습 / 238

1. 협동 학습의 등장 배경 ····································································238

2. 협동 학습의 목표와 필요조건 ·························································240

3. 과제 분담 학습 모형(Jigsaw) ························································246

4. 집단 성취 분담 모형(STAD) ···························································253

제14장 가치 수업 / 257

1. 가치 수업의 의미와 목표 ································································258

2. 가치 주입의 방법과 적용 ································································260

3. 가치 명료화의 방법과 적용 ···························································264

4. 가치 분석의 방법과 적용 ································································268

5. 가치 탐구의 방법과 적용 ································································276

제15장 프로젝트 학습 / 283

1. 프로젝트 학습의 의미와 목표 ·························································283

2. 프로젝트 학습의 방법 ······································································286

3. 프로젝트 학습의 적용 ······································································288

제16장 현장 학습과 체험 학습 / 296

1. 현장 학습의 의미와 목표 ································································297

2. 현장 학습의 유형과 방법 ································································299

3. 체험 학습의 의미와 목표 ································································301

4. 체험 학습의 유형과 방법 ································································306

5. 체험 학습의 모형 ·············································································307

6. 체험 학습 프로그램의 적용 ·····························································314

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 ································································373

3. 사회과 수행평가의 방법 ··································································376

4. 사회과 수행평가의 전략 ··································································388

참고문헌 / 390

부록

1. 사회과 수업 분석표 ·········································································401

2. 임용시험 문제 분석 및 해설 ···························································402

저자소개

박상준

서울대학교 대학원 사회교육과를 졸업하고, 배재고 교사와 전주교육대학교 교수를 거쳐 한국교원대학교 일반사회교육과 교수로 재직하고 있다. 교육부 민주시민교육 자문위원, 인정도서(사회문제탐구) 심의회 위원장 등으로 활동했으며, 교육부 교육과정 심의회(사회) 위원 및 2022 개정 사회과 교육과정 시안 개발 연구원으로 활동하고 있다.

주요 저서와 논문:

저서: ｢중학교 사회 1, 2｣(비상교육) (2009~현재) ｢거꾸로 교실을 넘어 거꾸로 학습으로｣ (2016) ｢사회과교육의 이해｣ (제3판) (2018) ｢역사와 함께 읽는 민주주의｣ (2020 세종도서) ｢코로나 이후 미래교육｣ (제2판) (2021) ｢메타버스 수업, 미래교육의 방향을 찾다｣ (2022)

논문: ‘행위성향 중심의 시민교육’ (2002, 박사논문)

‘인권 판단력의 발달에 관한 연구’ (2010)

‘다문화 시민성의 육성을 위한 다문화 교육의 방안’ (2012)

‘주제 중심 융합교육과정의 구성 방안’ (2017)

배송

교환