중등 사회과 교재연구 및 교수법
$24.04
SKU
9788925418087
[Free shipping over $100]
Standard Shipping estimated by Fri 10/18 - Thu 10/24 (주문일로부 10-14 영업일)
Express Shipping estimated by Tue 10/15 - Thu 10/17 (주문일로부 7-9 영업일)
* 안내되는 배송 완료 예상일은 유통사/배송사의 상황에 따라 예고 없이 변동될 수 있습니다.
| Publication Date | 2023/07/30 |
| Pages/Weight/Size | 188*257*30mm |
| ISBN | 9788925418087 |
| Categories | 대학교재 > 사범대 계열 |
Description
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 주체적·능동적으로 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 교수·학습 방법을 제시했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 파악하여 효율적으로 준비하도록 구성했다.
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 교수·학습 방법을 제시했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 파악하여 효율적으로 준비하도록 구성했다.
Contents
머리말 / 3
제1부 사회과의 수업 설계와 교재 연구
제1장 미래 교육과 사회과 패러다임의 전환 / 11
1. 미래 사회와 미래 교육 ······································································11
2. 미래 교육과 미래 시민 역량 ·····························································14
3. 시민 역량 교육과 사회과 패러다임의 전환 ······································20
제2장 사회과의 좋은 수업과 수업 설계 / 26
1. 사회과에서 좋은 수업의 의미 ····························································27
2. 사회과에서 좋은 수업의 기준과 요소 ···············································29
3. 좋은 수업을 위한 수업 설계의 방법 ·················································33
제3장 사회과의 수업 설계와 교재 연구 / 39
1. 사회과 교육과정의 이해 ·····································································40
2. 사회과의 수업 설계 모형 ···································································50
3. 사회과의 교재 연구 모형 ···································································56
제2부 사회과의 교수·학습 방법
제4장 블렌디드 러닝 / 71
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································71
2. 블렌디드 러닝의 유형 ········································································75
3. 스테이션 순환 학습의 방법 ·······························································77
4. 거꾸로 교실의 방법 ············································································82
5. 블렌디드 러닝의 효과 ········································································88
제5장 강의식 수업 / 91
1. 강의식 수업의 의미와 목표 ·······························································92
2. 강의식 수업의 특징 ············································································93
3. 강의식 수업의 유형과 방법 ·······························································94
4. 강의식 수업의 장점과 단점 ·······························································97
제6장 개념 학습과 일반화 학습 / 99
1. 개념 학습의 의미와 목표 ································································100
2. 속성 모형 ·························································································108
3. 원형 모형 ·························································································112
4. 상황 모형 ·························································································116
5. 개념 학습의 효과와 전략 ································································119
6. 일반화 학습 ······················································································121
제7장 문답식 수업과 질문법 / 125
1. 문답식 수업의 의미와 목표 ·····························································126
2. 문답식 수업의 장점과 단점 ·····························································128
3. 질문의 유형과 질문법 ······································································131
4. 문답식 수업의 방법 ·········································································140
5. 문답식 수업의 적용 ·········································································145
6. 문답식 수업의 한계 ·········································································147
제8장 탐구 학습 / 148
1. 탐구 학습의 의미와 목표 ································································148
2. 탐구 학습의 방법 ·············································································150
3. 탐구 학습의 적용 ·············································································151
4. 탐구 학습의 전략 ·············································································159
제9장 문제 해결 학습 / 161
1. ‘문제’의 성격과 종류 ·······································································162
2. 문제 해결 학습의 의미와 목표 ·······················································164
3. 문제 해결 학습의 방법 ····································································166
4. 문제 해결 학습의 적용 ··································································170
제10장 의사 결정 학습 / 172
1. 의사 결정 학습의 의미와 목표 ·······················································173
2. 개인적 의사 결정 학습의 방법 ·······················································178
3. 집단적 의사 결정 학습의 방법 ·······················································183
4. 의사 결정 학습의 한계 ····································································186
제11장 논쟁 문제 학습 / 188
1. 논쟁 문제 학습의 의미와 목표 ·······················································188
2. 논쟁 문제 학습의 방법 ····································································191
3. 논쟁 문제 학습의 적용 ····································································194
4. 논쟁 문제 학습에서 교사의 역할 ····················································201
5. 논쟁 문제 학습의 한계 ····································································205
6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············206
제12장 토론 학습 / 209
1. 토의와 토론의 의미 ·········································································210
2. 토론 학습의 목표와 효과 ································································212
3. 토론 학습의 유형 ·············································································215
4. 토론 학습의 방법 ···········································································216
5. 토론 학습의 규칙과 교사의 역할 ····················································223
6. 토론 학습과 논쟁 문제 학습의 비교 ··············································225
제13장 협동 학습 / 227
1. 협동 학습의 등장 배경 ····································································227
2. 협동 학습의 목표와 필요조건 ·························································229
3. 과제 분담 학습 모형(Jigsaw) ························································235
4. 집단 성취 분담 모형(STAD) ···························································242
5. 집단 탐구 모형(Group Investigation) ··········································245
6. 찬반 논쟁 협동 학습 모형(PCCL) ··················································248
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 ································································270
6. 도덕적 추론의 방법과 적용 ·····························································276
제15장 프로젝트 학습 / 281
1. 프로젝트 학습의 의미와 목표 ·························································281
2. 프로젝트 학습의 방법 ······································································284
3. 프로젝트 학습의 적용 ······································································286
제16장 현장 학습과 체험 학습 / 294
1. 현장 학습의 의미와 목표 ································································295
2. 현장 학습의 유형과 방법 ································································297
3. 체험 학습의 의미와 목표 ································································299
4. 체험 학습의 유형과 방법 ································································303
5. 체험 학습의 모형 ·············································································305
6. 체험 학습 프로그램의 적용 ·····························································312
참고문헌 / 317
부록
1. 사회과 수업 분석표 ·········································································327
2. 중등 임용시험 문제 분석 및 해설 ··················································328
제1부 사회과의 수업 설계와 교재 연구
제1장 미래 교육과 사회과 패러다임의 전환 / 11
1. 미래 사회와 미래 교육 ······································································11
2. 미래 교육과 미래 시민 역량 ·····························································14
3. 시민 역량 교육과 사회과 패러다임의 전환 ······································20
제2장 사회과의 좋은 수업과 수업 설계 / 26
1. 사회과에서 좋은 수업의 의미 ····························································27
2. 사회과에서 좋은 수업의 기준과 요소 ···············································29
3. 좋은 수업을 위한 수업 설계의 방법 ·················································33
제3장 사회과의 수업 설계와 교재 연구 / 39
1. 사회과 교육과정의 이해 ·····································································40
2. 사회과의 수업 설계 모형 ···································································50
3. 사회과의 교재 연구 모형 ···································································56
제2부 사회과의 교수·학습 방법
제4장 블렌디드 러닝 / 71
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································71
2. 블렌디드 러닝의 유형 ········································································75
3. 스테이션 순환 학습의 방법 ·······························································77
4. 거꾸로 교실의 방법 ············································································82
5. 블렌디드 러닝의 효과 ········································································88
제5장 강의식 수업 / 91
1. 강의식 수업의 의미와 목표 ·······························································92
2. 강의식 수업의 특징 ············································································93
3. 강의식 수업의 유형과 방법 ·······························································94
4. 강의식 수업의 장점과 단점 ·······························································97
제6장 개념 학습과 일반화 학습 / 99
1. 개념 학습의 의미와 목표 ································································100
2. 속성 모형 ·························································································108
3. 원형 모형 ·························································································112
4. 상황 모형 ·························································································116
5. 개념 학습의 효과와 전략 ································································119
6. 일반화 학습 ······················································································121
제7장 문답식 수업과 질문법 / 125
1. 문답식 수업의 의미와 목표 ·····························································126
2. 문답식 수업의 장점과 단점 ·····························································128
3. 질문의 유형과 질문법 ······································································131
4. 문답식 수업의 방법 ·········································································140
5. 문답식 수업의 적용 ·········································································145
6. 문답식 수업의 한계 ·········································································147
제8장 탐구 학습 / 148
1. 탐구 학습의 의미와 목표 ································································148
2. 탐구 학습의 방법 ·············································································150
3. 탐구 학습의 적용 ·············································································151
4. 탐구 학습의 전략 ·············································································159
제9장 문제 해결 학습 / 161
1. ‘문제’의 성격과 종류 ·······································································162
2. 문제 해결 학습의 의미와 목표 ·······················································164
3. 문제 해결 학습의 방법 ····································································166
4. 문제 해결 학습의 적용 ··································································170
제10장 의사 결정 학습 / 172
1. 의사 결정 학습의 의미와 목표 ·······················································173
2. 개인적 의사 결정 학습의 방법 ·······················································178
3. 집단적 의사 결정 학습의 방법 ·······················································183
4. 의사 결정 학습의 한계 ····································································186
제11장 논쟁 문제 학습 / 188
1. 논쟁 문제 학습의 의미와 목표 ·······················································188
2. 논쟁 문제 학습의 방법 ····································································191
3. 논쟁 문제 학습의 적용 ····································································194
4. 논쟁 문제 학습에서 교사의 역할 ····················································201
5. 논쟁 문제 학습의 한계 ····································································205
6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············206
제12장 토론 학습 / 209
1. 토의와 토론의 의미 ·········································································210
2. 토론 학습의 목표와 효과 ································································212
3. 토론 학습의 유형 ·············································································215
4. 토론 학습의 방법 ···········································································216
5. 토론 학습의 규칙과 교사의 역할 ····················································223
6. 토론 학습과 논쟁 문제 학습의 비교 ··············································225
제13장 협동 학습 / 227
1. 협동 학습의 등장 배경 ····································································227
2. 협동 학습의 목표와 필요조건 ·························································229
3. 과제 분담 학습 모형(Jigsaw) ························································235
4. 집단 성취 분담 모형(STAD) ···························································242
5. 집단 탐구 모형(Group Investigation) ··········································245
6. 찬반 논쟁 협동 학습 모형(PCCL) ··················································248
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 ································································270
6. 도덕적 추론의 방법과 적용 ·····························································276
제15장 프로젝트 학습 / 281
1. 프로젝트 학습의 의미와 목표 ·························································281
2. 프로젝트 학습의 방법 ······································································284
3. 프로젝트 학습의 적용 ······································································286
제16장 현장 학습과 체험 학습 / 294
1. 현장 학습의 의미와 목표 ································································295
2. 현장 학습의 유형과 방법 ································································297
3. 체험 학습의 의미와 목표 ································································299
4. 체험 학습의 유형과 방법 ································································303
5. 체험 학습의 모형 ·············································································305
6. 체험 학습 프로그램의 적용 ·····························································312
참고문헌 / 317
부록
1. 사회과 수업 분석표 ·········································································327
2. 중등 임용시험 문제 분석 및 해설 ··················································328