[제4판] 사회과 교재연구 및 교수법 > 교과교육(각교과교육론)

미래 교육은 디지털 기술이나 매체의 활용 여부로 정해지는 것이 아니라 근본적으로 ‘수업 패러다임’을 교사 중심에서 ‘학생 중심’으로 바꾸고, 학생이 주도성을 갖고 ‘미래 역량’을 능동적으로 학습하는 것에 달려 있다. 교사가 주도해 교과서 지식을 전달하는 전통적인 수업 방식을 넘어서 시민 역량을 가르치는 것이 미래 교육의 핵심이다. 사회과에서 미래 시민 역량을 교육하기 위해서는 근본적으로 수업 패러다임을 전환하고, 학생이 주체적ㆍ능동적으로 학습할 수 있는 수업의 구조로 바꾸어야 한다.

그래서 이 책에서는 먼저 미래 교육과 미래 시민 역량이 무엇인지 탐색하고, 미래 시민 역량을 교육하기 위해 사회과의 패러다임을 ‘학생 중심 수업 패러다임’으로 전환하는 방법을 제시했다. 그다음 미래 시민 역량을 교육하기 위한 수업 형태로서 블렌디드 러닝을 제시하고, 사회과에 적합한 개념 학습, 탐구 학습, 의사 결정 학습, 논쟁 문제 학습, 토론 학습, 협동 학습, 프로젝트 학습 등 다양한 교수ㆍ학습 방법을 제시했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 파악하여 효율적으로 준비하도록 구성했다.

목차

머리말 / 3

제1부 사회과의 수업 설계와 교재 연구

제1장 미래 교육과 사회과 패러다임의 전환 / 13

1. 미래 사회와 미래 교육 ·······································································13

2. 미래 교육과 미래 시민 역량 ······························································16

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

제2장 사회과의 좋은 수업과 수업 설계 / 28

1. 사회과에서 좋은 수업의 의미 ····························································29

2. 사회과에서 좋은 수업의 기준과 요소 ················································31

3. 좋은 수업을 위한 수업 설계의 방법 ·················································35

제3장 사회과의 수업 설계와 교재 연구 / 41

1. 사회과 교육과정의 이해 ·····································································42

2. 사회과의 수업 설계 모형 ···································································52

3. 사회과의 교재 연구 모형 ···································································58

제2부 사회과의 교수ㆍ학습 방법

제4장 블렌디드 러닝 / 73

1. 블렌디드 러닝의 의미, 구조, 장점 ····················································73

2. 블렌디드 러닝의 유형 ·········································································77

3. 스테이션 순환 학습의 방법 ································································79

4. 거꾸로 교실의 방법 ············································································84

5. 블렌디드 러닝의 효과 ·········································································90

제5장 강의식 수업 / 93

1. 강의식 수업의 의미와 목표 ································································94

2. 강의식 수업의 특징 ············································································95

3. 강의식 수업의 유형과 방법 ································································96

4. 강의식 수업의 장점과 단점 ································································99

제6장 개념 학습과 일반화 학습 / 101

1. 개념 학습의 의미와 목표 ·································································102

2. 속성 모형 ··························································································110

3. 원형 모형 ··························································································114

4. 상황 모형 ··························································································118

5. 개념 학습의 효과와 전략 ·································································121

6. 일반화 학습 ······················································································123

제7장 문답식 수업과 질문법 / 127

1. 문답식 수업의 의미와 목표 ······························································128

2. 문답식 수업의 장점과 단점 ······························································130

3. 질문의 유형과 질문법 ·······································································133

4. 문답식 수업의 방법 ··········································································142

5. 문답식 수업의 적용 ··········································································147

6. 문답식 수업의 한계 ··········································································149

제8장 탐구 학습 / 150

1. 탐구 학습의 의미와 목표 ·································································150

2. 탐구 학습의 방법 ··············································································152

3. 탐구 학습의 적용 ··············································································153

4. 탐구 학습의 전략 ··············································································161

제9장 문제 해결 학습 / 163

1. ‘문제’의 성격과 종류 ········································································164

2. 문제 해결 학습의 의미와 목표 ························································166

3. 문제 해결 학습의 방법 ·····································································168

4. 문제 해결 학습의 적용 ·····································································172

제10장 의사 결정 학습 / 174

1. 의사 결정 학습의 의미와 목표 ························································175

2. 개인적 의사 결정 학습의 방법 ························································180

3. 집단적 의사 결정 학습의 방법 ························································185

4. 의사 결정 학습의 한계 ·····································································188

제11장 논쟁 문제 학습 / 190

1. 논쟁 문제 학습의 의미와 목표 ························································190

2. 논쟁 문제 학습의 방법 ·····································································193

3. 논쟁 문제 학습의 적용 ·····································································196

4. 논쟁 문제 학습에서 교사의 역할 ·····················································203

5. 논쟁 문제 학습의 한계 ·····································································207

6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············ 208

제12장 토론 학습 / 211

1. 토의와 토론의 의미 ··········································································212

2. 토론 학습의 목표와 효과 ·································································214

3. 토론 학습의 유형 ··············································································217

4. 토론 학습의 방법 ··············································································218

5. 토론 학습의 규칙과 교사의 역할 ·····················································225

6. 토론 학습과 논쟁 문제 학습의 비교 ···············································227

제13장 협동 학습 / 229

1. 협동 학습의 등장 배경 ·····································································229

2. 협동 학습의 목표와 필요조건 ··························································231

3. 과제 분담 학습 모형(Jigsaw) ··························································237

4. 집단 성취 분담 모형(STAD) ····························································244

5. 집단 탐구 모형(Group Investigation) ·············································247

6. 찬반 논쟁 협동 학습 모형(PCCL) ···················································250

제14장 가치 수업 / 255

1. 가치 수업의 의미와 목표 ·································································256

2. 가치 주입의 방법과 적용 ·································································258

3. 가치 명료화의 방법과 적용 ······························································262

4. 가치 분석의 방법과 적용 ·································································266

5. 가치 탐구의 방법과 적용 ·································································272

6. 도덕적 추론의 방법과 적용 ······························································278

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 ·································································305

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 ··············································································333

4. 지도 학습의 한계 ··············································································336

제19장 이야기식 수업 / 337

1. 내러티브로서 역사 ············································································338

2. 이야기식 수업의 의미와 목표 ··························································339

3. 이야기식 수업의 방법 ·······································································342

4. 이야기식 수업의 효과와 한계 ··························································343

제20장 사료 학습 / 345

1. 사료의 의미와 성격 ··········································································346

2. 사료 학습의 의미와 목표 ·································································347

3. 사료 학습의 방법 ··············································································348

4. 사료 학습의 효과 ··············································································352

참고문헌 / 354

부록 / 363

1. 사회과 수업 분석표 ··········································································365

2. 임용시험 문제 분석 및 해설 ····························································366

저자소개

박상준

서울대학교 대학원에서 사회과교육 및 사회 철학을 전공하고, 배재고등학교와 전주교육대학교 사회교육과에서 가르쳤으며, 현재는 한국교원대학교 일반사회교육과 교수로 재직하고 있다. 교육부 민주시민교육 자문위원, 인정도서(사회문제 탐구) 심의회위원장, 2022 개정 사회과 교육과정 시안 개발 연구원으로 활동했으며, 교육부 교육과정 심의회(사회) 위원으로 활동하고 있다.

저서: 「중학교 사회 1, 2」(비상교육) (2009∼현재)

「거꾸로 교실을 넘어 거꾸로 학습으로」 (2016)

「역사와 함께 읽는 민주주의」 (2020 세종도서)

「코로나 이후 미래교육」(제2판) (2021)

「메타버스 수업, 미래교육의 방향을 찾다」 (2022)

「사회과교육의 이해」(제4판) (2023)

「중등 사회과 교재연구 및 교수법」(2023)

배송

교환