다문화사회 교수방법론 > 교육학

본서는 법무부장관이 인정하는 ‘사회통합 프로그램 다문화사회 전문가’ 양성에 필요한 학위 과정(법무부훈령 제1023호)의 필수과목 중의 하나인 ‘다문화사회 교수방법론’의 교재로 개발되었다.
그동안 우리나라 다문화교육은 외국인 거주자의 적응교육위주로 진행되었다. 그러나 최근에는 일반 국민들의 다문화에 대한 의식의 변화가 필요하다는 점이 지적되면서 다문화에 대한 바른 이해와 태도 중심의 교육으로 전환되고 있다. 그 동안 결혼이주여성과 외국인근로자가 급증하면서 외국인거주자 규모가 급속히 증가되었으나 최근에는 그 추세가 안정적인 국면에 접어들었다. 그 동안 다문화교육의 필요성도 외국인 거주자의 양적 증가 때문에 강조되어 왔다면 이제는 다문화사회로서 우리 삶 곳곳에 자연스럽게 접하게 되는 외국인과의 자연스러운 어울림이 일상화되는 생활교육으로 전환되고 있다. 아울러 1995년 세계무역기구(WTO) 출범으로 본격화된 세계화가 이제는 지구촌 사회로 자리 잡고, 문화다양성이 사회의 동력으로 주목받는 시대에서 바람직한 세계시민의 자질과 태도 양성에 기여해야 하는 임무도 맡게 되었다.
이를 위해 공교육에서 교육과정을 통해 다문화교육이 반영되기도 하지만 다양한 영역에서 학생은 물론 일반 시민에 이르기까지 다문화사회 전문가들이 강의를 통해 이 임무의 일익을 담당하고 있다. 본서는 이처럼 다문화교육을 하는 교사와 강사를 위한 수업방법론을 다룬다. 보통 수업은 교수(teaching)와 학습(learning)의 조화로 이루어진다. 그래서 교수·학습이라고도 한다. 대학교 이상, 즉 성인을 대상으로 하는 수업은 강의(講義, lecture)라고도 한다. 다만 교사와 강사의 입장에서 수업을 논할 때 교수법 또는 교수방법이라고 한다.
본서는 다문화교육을 다루기 이전에 교수법의 기초가 먼저 확인되고 여기에 다문화 내용을 담는 것이 필요하다는 전제에서 구성되었다. 운동선수에게 기술훈련 이전에 기초체력이 필요하듯이 이론적 기초가 우선되어야 하기 때문이다. 그래야 상황에 맞게 적절히 응용하면서 자신 있게 강의를 할 수 있다. 동시에 학습자의 요구와 흥미도 반영하여 수업의 협력자로 끌어들이는 수업모형의 적용과 수업기술도 필요하다. 그래서 본서는 다문화교육뿐만 아니라 현장의 교사와 강사에게 필요한 기본적인 교수법을 알기 쉽게 담으려고 노력했다.

목차

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제1장 다문화 교수ㆍ학습의 기초 ······················································11
1. 다문화의 개념 ······················································································· 11
2. 다문화교육의 개념 ················································································ 13
3. 한국의 다문화와 다문화교육 ································································ 14
4. 다문화 교수방법의 방향 ······································································· 20

제2장 수업의 전개와 수업목표 ··························································33
1. 교수ㆍ학습의 전개 ················································································ 33
2. 수업목표의 진술 ··················································································· 37

제3장 학습동기 ····················································································47
1. 동기와 학습동기 ··················································································· 47
2. Keller의 12가지 학습동기 ··································································· 54
3. Chapman과 Vagle의 25가지 학습동기 ············································· 61

제4장 설명식 수업과 문답식 수업 ·····················································77
1. 설명식 수업 ·························································································· 77
2. 문답식 수업 ·························································································· 89

제5장 개별화 수업 ············································································101
1. 개별화 수업의 개념과 특징 ······························································· 101
2. 개별화 수업에서 고려할 개인차 ························································ 107
3. 개별화 수업의 종류와 응용 ······························································· 114

제6장 토의ㆍ토론 수업 ····································································127
1. 토의ㆍ토론 수업의 기초 ····································································· 127
2. 토의ㆍ토론 수업의 준비 ····································································· 132
3. 토의ㆍ토론 수업의 종류 ····································································· 138

제7장 탐구수업과 프로젝트 수업 ·····················································145
1. 탐구수업 ······························································································ 145
2. 프로젝트 수업 ····················································································· 152

제8장 협동학습 ··················································································169
1. 학습목표구조와 다문화 수업 ······························································ 169
2. 협동학습방법의 특징 ·········································································· 176
3. 협동학습의 종류 ················································································· 179

제9장 매체 활용 수업 ·······································································189
1. 매체 활용 수업의 목적과 특징 ·························································· 189
2. 영상매체 활용 수업 ············································································ 194
3. 인쇄매체 활용 수업 ············································································ 197

제10장 문화예술 활용 수업 ·······························································207
1. 문화예술교육의 개념 및 배경 ···························································· 207
2. 문화예술 활용 다문화교육 ································································· 213

제11장 다중지능 수업 ········································································229
1. 다중지능이론의 개념과 배경 ······························································ 229
2. 다중지능 수업의 특징 ········································································ 236
3. 다중지능 수업과 다문화교육 ······························································ 239

제12장 스토리텔링과 극화 수업 ························································247
1. 스토리텔링 수업 ················································································· 247
2. 스토리텔링 수업방법 ·········································································· 251
3. 극화(劇畫) 수업 ·················································································· 258

제13장 평가 ·························································································265
1. 평가의 기초 ························································································ 265
2. 평가의 실제 ························································································ 273
3. 평가문항 제작의 원리 ········································································ 282

저자소개

정문성
서울대학교 사범대학 사회교육과 졸업
서울대학교 교육학 박사(일반사회교육전공)
호주 UNSW 연구교수
경인교육대학교 교무처장 / 대학원장
한국다문화교육연구학회 회장
현 경인교육대학교 사회교육과 / 교육전문대학원 다문화교육전공 교수

전영은
독일 Marburg 대학교 졸업
인하대학교 교육학 박사(다문화교육전공)
호주 UNSW postdoctral fellow
경인교육대학교, 중부대학교 강사
현 원광디지털대학교 다문화사회 교수방법론 강사

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