따뜻한 교육공동체 혁신학교를 하다 > 교육학

이 책은 모두 4개의 ‘부(部)’로 구성되어 있다. 제1부에서는 우리나라 교육현장에 대한 쟁점과 그와 관련된 연구자들의 경험, 이론들을 중심으로 다루었다.
기존에 학교를 관료 조직으로 여기고 있고 효율성과 실적, 결과만 강조하던 시각에서 학교를 교육공동체로 보아야 한다는, 그러한 시각으로 바꾸어 가야 한다는 주장과 이론을 담았다. 그리고 그러기 위해서 제기되는 우리나라 교육현장의 수많은 문제점들과 그 해결방안들에 대해서 저자들의 경륜과 시각으로 언급하고 있으며 본 저서의 주제인 혁신학교는 이미 교육공동체의 속성을 그대로 내포하고 있음을 제시하고 있다. 지금 혁신학교와 관련된 수많은 책들이 출간되고 있지만 본 저서는 특별하게 저자들이 대학 교수와 현장에 몸담고 있는 교감으로서 기존의 교사들과는 조금 다른 위치와 관점에서 혁신학교를 서술하고 있다.
제2부에서는 혁신학교에 대한 이론적인 고민을 하였다. 혁신학교에서 상을 주지 않는 이유, 벌을 주지 않는 이유 그리고 현재 혁신학교에서 칭찬보다는 격려를 하게 된 이유 등에 대해서 단순히 교육적 경험으로 주장하기보다는 논리적인 이론적 근거를 찾아보려고 노력하였다. 이 부분도 기존의 혁신학교 소개서와는 또 다른 부분이 될 것이다. 혁신학교에서 추구하는 여러 교육적 행위에 대한 의미는 어떤 것인지, 그 근거를 무엇인지 찾아보려고 노력하였다.
제3부에서는 혁신학교에서 일어나는 현장의 사건들을 중심으로 체험적 서술을 제시하였다. 이러한 체험적 서술은 혁신학교에 대한 역동성을 실감 나게 선사할 것이다. 일과시간 운영으로부터 텃밭을 가꾸는 내용, 혁신학교에서의 교무행정시스템, 학생 동아리 활동, 교원동아리 활동, 각종 수업 개선을 위한 활동들에 대해서 가감 없이 소개하고 있다. 이러한 경험들은 연구자들의 주관성이 내포되어 있을 수도 있으나 혁신학교를 경험해 보지 못한 일반학교 교사들이나 예비 교사들에게 보다 드라마틱하고 역동성 있는 스토리들을 제공할 것이라고 생각한다.
마지막으로 제4부에서는 혁신학교의 궁극적 목적인 학생들의 ‘행복’에 초점을 두고 기술하였다. 혁신학교의 궁극적 목적은 학생들의 만족과 행복이다. 이것은 일반학교에서도 마찬가지이다. 혁신학교에서는 학생들의 행복을 위해서 어떠한 노력들을 하고 있는지에 대하여 소개하고 있다. 물론 이러한 부분들은 혁신학교들마다 다르지만 학생들의 행복을 위해서, 학생들이 행복한 학교생활을 위해서 혁신학교 교사들은 열정적으로 생활하고 모든 에너지를 학생이라는 화두에 집중하고 있다는 것을 느끼게 되리라 생각한다.
이 책은 혁신학교에 대한 치밀한 이론서라고 하기보다는 혁신학교를 경험하고 그 문제들에 대해서 사고한 저자들의 중간 결과물이다. 이 책은 혁신학교에 대해서 인터뷰하고 혁신학교에 직접 근무한 경험한 저자들의 스토리를 담고 있다고 할 수 있다.

목차

머리말 / 3

제1부 교육공동체로서의 혁신학교
교육공동체로서의 혁신학교: 교육공동체란 어떤 특성을 가져야 하는가? ············· 17
경쟁 중심의 우리 학교: 경쟁에서 승리한 사람이 더 부정직하다? ···························· 37
갑질 권력: 나는 갑질을 학교에서 배웠다? ··············································································· 52
혁신학교 교사의 역량······························································································································ 62
‘평가’가 수업을 지배한다: 좋은 평가를 위한 새로운 제안············································· 77
잠재적 교육과정, 국가에서 가르치기를 원하지 않는 내용들········································· 91
‘학력’이란 무엇인가…. 학력에 대한 전통적 관점과 구성주의적 관점··················· 102

제2부 왜 혁신학교는 상(賞)을 주지 않는가?
드디어 아들러를 만나 물음에 대한 길을 찾다····································································· 135
먹이를 주지 않아도 쥐는 지렛대를 계속 누를까? ····························································· 141
과연 칭찬은 학생을 춤추게 할까? ································································································ 147
왜 혁신학교는 벌을 주지 않는가? ································································································ 151
칭찬과 상 대신에 무엇을 주어야 할까? ··················································································· 157
칭찬해서는 안 된다. 그러면 어떻게 해야 될까? ································································· 162
상을 주지 않는 과감한 결단을 내리다······················································································ 166
“자네 학교는 한글사랑 바른글씨쓰기 대회에 참가 안 하는가?” ······························· 171
‘모범어린이표창’과 ‘과학기술부 장관’ 상을 사양하다······················································ 175
꾸중이나 벌 대신에 무엇을 주어야 할까? ·············································································· 179

제3부 혁신학교는 수업을 제대로 하고 있는가?
일과운영시간을 블록타임 형태로 바꾸다·················································································· 191
텃밭을 가꾸다············································································································································· 197
교육활동 중심의 시스템을 위한 교무행정지원팀을 구성하다(1) ································ 202
교육활동 중심의 시스템을 위한 교무행정지원팀을 구성하다(2) ······························· 209
혁신학교 첫해 ‘동아리운영의 날’을 열다················································································· 217
‘동아리 운영의 날’을 학년별로 특색 있게 진행하다························································· 228
전문적 학습공동체-교원동아리······································································································· 239
동기유발 자료로 피아제의 평형화 개념을 언급하다························································· 244
‘참여형 수업연구’의 문을 처음으로 열다················································································· 252
상시 수업공개의 첫 장을 열다········································································································ 261
우리 학교 자랑 1호 ‘꿈+(플러스)’ 벽화를 만들다······························································· 265
4학년 ‘벽화 그리기’ 프로젝트 수업을 하다············································································ 270
학년 교육과정 설명회를 보고·········································································································· 276
올해도 여전히 봄방학을 실시하다································································································ 285

제4부 혁신학교는 행복한가?
학년교육과정 운영결과보고회를 마치고···················································································· 297
학생들 표정을 바꾼 ‘아침맞이’ ········································································································ 307
<부산다행복학교 이야기>가 신문에 소개되다········································································ 313
‘훌쩍 건너뛰기’보다는 ‘실행의 다리’를 건너게 하자························································· 317
따뜻함을 전하는 ‘핫팩’ ························································································································· 322
뚜렷하게 와 닿는 혁신의 모습 “네 가지” ················································································ 325
‘다모임’에서 담임 배정 등을 하다································································································ 331
“쟁기 고친다고 시간 다 보내고 밭은 언제 가노?” ···························································· 333
신발장을 1층으로 내려놓다················································································································ 336
혁신학교 문화의 꽃, “교직원다모임” ··························································································· 340
학교교육목표를 새로 세우다-‘나 서 라’ ··················································································· 345
‘내려놓음’을 성찰하게 한 직무연수······························································································ 351
“일반화할 수 있는 것이 있다면 무엇이 있을까요?” ·························································· 356
사라진 “방송조회와 훈화” ··················································································································· 363
행복합니까? 행복은 공헌감이다····································································································· 367
‘다행복 라온어울마당-축제’를 열다····························································································· 372

저자소개

박한숙
∙학력 및 경력
부산교육대학교 학사(교육학사)
부산대학교 교육학과 석사, 박사(교육과정 및 방법 전공)
Oklahoma State University STCL Post-Doc.
약 16년의 초등학교 교사 경험을 가지고 있고, 2005년 이후 광주교육대학교 교육학과 교수로 근무했으며 지금은 부산교육대학교 교육학과 교수로 재직 중이다.
∙저서 및 역서
초등 특별활동 운영론(공저, 2001, 양서원)
미국 초등교육 다시 보기(2003, 푸른사상)
특별활동 및 재량활동 교육과정의 이해(공저, 2004, 양서원)
학습기술의 진단과 처방(2005, 양서원)
특별활동 및 재량활동 탐구(공저, 2009, 양서원)
프로젝트 학습 –초등 교사를 위한 안내(공역, 2014, 아카데미프레스)
다중지능 활용 통합 교육과정 만들기(공역, 2014, 교육과학사)
통합교육과정의 이해와 개발(역, 2015, 교육과학사)
∙논문
기타 통합 교육과정 및 창의적 체험활동 관련 논문 다수

정태근
∙학력 및 경력
부산교육대학교 학사(교육학사)
부산대학교 교육대학원 교육학 석사(유아교육 전공)
동아대학교 대학원 교육학 박사(교육심리 전공)
2015년 부산에서 혁신학교의 첫 닻을 올렸던 100년 전통의 구포초등학교에서 교감으로 근무했으며 지금은 들꽃 향기가 머무는 학교, 부산의 대저중앙초등학교 교감으로 재직 중이다.
∙저서
교육학(공저, 1999, 학지사)
초등 특별활동 운영론(공저, 2001, 양서원)
특별활동 및 재량활동 교육과정의 이해(공저, 2004, 양서원)
인간행동과 사회 환경(공저, 2006, 태영출판사)
아동발달의 이해(공저, 2008, 태영출판사)
특별활동 및 재량활동 탐구(공저, 2009, 양서원)
∙논문
기타 초등교육 및 창의적 체험활동 관련 논문 다수

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