사회과 교육과 수업 > 교육학

본서는 사회과를 잘 가르치는 유능한 교사를 염두에 두고 구성하였다. 모두 4부 11장의 체제인데, 수업 방법과 기법에 초점을 맞추었다. 제1부에는 사회과의 역사와 성격을 담아 사회과 본질을 이해하는 데 초점을 맞추었다. 제2부는 사회과 교육의 목표와 수업 전략, 효과적인 사회과 교육을 위한 수업 전략, 지속적 사회문제를 위한 수업 전략 등을 중심으로 다룬 바, 가장 역점을 둔 부분이다. 제3부는 사회과 내용 구성의 논리와 실제 부분으로 교사의 사회과 교재연구를 위한 기초 역량을 제공한다. 제4부 사회과 평가에서는 평가 원리, 종류와 함께 문항개발에 대한 실질적인 능력의 신장에 초점을 맞추었다.
본서는 학교에서 사회과를 가르치는 교사를 위한 전문적 기본서이다. 사회과를 체계적으로 이해하려는 교사와 대학원생, 초 ‧ 중등 교원임용시험을 준비하는 학생들에게 도움이 된다고 자부한다. 또 대학에서 사회과 교육과 수업에 대한 내용을 강의하는 데에도 효율적인 구성 체제일 것이다.

목차

서문···································································································· 2

1부 사회과의 역사(歷史)와 본질(本質)
제1장 사회과의 성립(成立)과 도입(導入) ·········································· 13
Ⅰ. 미국 사회과의 성립 ······························································ 14
1. 사회적․ 교육철학적 배경···························································· 14
2. 미국 사회과의 성립․ 발전과 경향·············································· 16
Ⅱ. 사회과의 도입과 한국 사회과의 발전 ································· 20
1. 사회과의 도입············································································· 20
2. 1946년 사회생활과 교수요목···················································· 21
3. 1955년 사회생활과 교육과정(제1차) ········································ 22
4. 1963년 사회과 교육과정(제2차) ··············································· 24
5. 1973년 사회과 교육과정(제3차) ··············································· 26
6. 1982년 사회과 교육과정(제4차) ··············································· 28
7. 1987년 사회과 교육과정(제5차) ··············································· 30
8. 1992년 사회과 교육과정(제6차) ··············································· 31
9. 1997년 사회과 교육과정(제7차) ··············································· 33
10. 2007개정 사회과 교육과정(수시개정 체제의 시작) ················ 35
11. 2009개정 사회과 교육과정····················································· 37
12. 2015개정 사회과 교육과정····················································· 38

제2장 사회과의 본질(本質) ······························································ 51
Ⅰ. 사회과와 사회생활(Social Life) ·········································· 52
1. 학습대상으로서의 사회생활························································ 52
2. 사회생활 교육의 궁극적 초점···················································· 54
Ⅱ. 사회과와 사회과학(Social Sciences) ································ 55
1. 교육과 연구의 일원화································································ 55
2. 사회과와 사회과학 연계의 고리················································· 56
Ⅲ. 사회과와 사회변화(Social Changes) ································ 59
1. 사회변화의 사회과에의 영향······················································ 60
2. 사회과 교육의 사회변화 유도···················································· 60
3. 사회과가 다루는 사회변화 ························································ 62

2부 사회과 교육의 목표(目標)와 수업전략(授業戰略)
제3장 사회과 교육의 기본적 이해 ··················································· 65
Ⅰ. 사회과 교육의 개념 ······························································ 66
Ⅱ. 사회과 교육의 관점에 따른 유형 ········································ 67
1. 시민적 자질 전수(Citizenship Transmission) 유형··················· 68
2. 반성적 탐구(Reflective Inquiry) 유형········································ 69
3. 사회과학(Social Science) 유형·················································· 70
4. 사회비판과 참여(Social Criticism & Participation) 유형··········· 72
5. 개인적․ 사회적 발달(Personal & Social Development) 유형··· 73
Ⅲ. 사회과 교육의 목적과 목표 ················································· 74
1. 사회과 교육의 목적···································································· 74
2. 사회과 교육의 목표···································································· 77
 

제4장 사회과 교육의 목표와 수업 ··················································· 79
Ⅰ. 수업에 대한 이해 ································································· 80
1. 수업 관련 용어··········································································· 80
2. 수업 분류와 전략······································································· 82
Ⅱ. 목표로서의 지식(知識) ·························································· 84
1. 사실적 지식(Facts) ····································································· 85
2. 개념적 지식(Concepts) ······························································ 86
3. 일반화 지식(Generalization) ······················································ 87
Ⅲ. 지식(Knowledge)을 위한 수업 ··········································· 89
1. 사실적 지식을 위한 수업··························································· 89
2. 개념적 지식을 위한 수업··························································· 90
3. 일반화 지식을 위한 수업··························································· 96
Ⅳ. 목표로서의 기능(機能) ·························································· 99
1. 기초 기능(Basic Skills) ···························································· 101
2. 시․ 공간적 기능(Chronology & Spatial Skills) ························ 102
3. 고차적 사고 기능(Higher Level Thinking Skills) ···················· 103
Ⅴ. 기능(Skill)을 위한 수업 ····················································· 106
1. 기초 기능을 위한 수업···························································· 106
2. 시․ 공간적 기능을 위한 수업··················································· 110
3. 고차적 사고 기능을 위한 수업················································ 117
Ⅵ. 목표로서의 가치 ․ 태도(價値․態度) ······································ 135
1. 가치와 가치관(Value & Values) ··········································· 135
2. 가치화(Valuing) ······································································· 136
Ⅶ. 가치(Value)를 위한 수업 ·················································· 138
1. 훈화와 모델링을 통한 가치 수업············································· 138
2. 가치명료화 수업······································································· 138
3. 가치분석 수업·········································································· 144

제5장 효과적인 사회과 교육을 위한 수업 ······································ 149
Ⅰ. 협동학습(Cooperative Learning) ········································ 150
1. 협동학습의 정의와 특성··························································· 150
2. 협동학습의 유형······································································· 151
Ⅱ. 현장학습(Field Trip) ···························································· 155
1. 현장학습의 개념 및 성격 ······················································· 155
2. 현장학습의 수행······································································· 157
Ⅲ. 신문 활용 수업(NIE) ·························································· 159
1. 의의 및 효과 ·········································································· 159
2. 신문 활용의 방법과 수업 전개················································ 160
Ⅳ. 문답식 수업(발문수업) ······················································· 162
1. 문답식 수업의 기본적 이해····················································· 162
2. 질문의 유형과 전략·································································· 164
Ⅴ. 거꾸로 수업(Flipped Learning) ·········································· 169
1. 거꾸로 수업의 개념과 원리····················································· 169
2. 거꾸로 수업의 특징과 수업 설계············································· 170

제6장 지속적인 사회문제를 위한 사회과 수업 ································ 177
Ⅰ. 인간과 환경(Human-Environment)의 상호작용 ················· 178
1. 인간과 환경 교육의 의의························································· 178
2. 인간과 환경 관련 주제의 수업 활동······································· 180
Ⅱ. 성평등(Sexual Equality) 교육 ············································ 184
1. 성적 고정 관념의 변화···························································· 184
2. 성평등 교육의 목표·································································· 185
3. 성평등 교육의 실제·································································· 186
Ⅲ. 법치주의(Rule of Law) 교육 ·············································· 188
1. 법치주의 교육의 필요성··························································· 188
2. 법치주의 교육의 목표······························································ 189
3. 법치주의 교육의 대상······························································ 190
4. 법치주의 교육의 수업 전략····················································· 191

3부 사회과 교육내용(敎育內容)의 구성(構成)
제7장 교과 내용의 구조화 ····························································· 199
Ⅰ. 교과 구조화 이론 ······························································· 200
Ⅱ. 교과구조 형성의 원리 ························································ 202
1. 목표(성취기준) ․ 내용․ 방법의 일관성······································· 202
2. 교과에 대한 요구의 수용························································· 203
3. 논리적 체계와 심리적 특성의 조화········································· 205

제8장 사회과 내용구조화의 실제 ··················································· 207
Ⅰ. 사회과 내용 선정 ······························································· 208
1. 내용 선정기준 설정의 단계적 구조········································· 208
2. 내용 선정의 구체적 원리························································· 212
Ⅱ. 사회과 내용 조직 ······························································· 217
1. 공간인지 발달단계의 적용 원리··············································· 217
2. 시간인지 발달단계의 적용 원리··············································· 221
3. 사회적 현상인지 발달단계의 적용 원리·································· 229

제9장 사회과 내용의 지역화와 재구성 ··········································· 239
Ⅰ. 교육과정 및 교과서의 지역화와 재구성 ··························· 240
1. 지역화와 재구성의 근거··························································· 240
2. 지역화와 재구성의 필요성······················································· 241
3. 지역화와 재구성의 실제··························································· 245
Ⅱ. 교과서의 의미와 기능 ························································ 249
1. 교과서의 정의 ········································································ 249
2. 교과서의 기능·········································································· 249

4부 사회과 교육과 평가(評價)
제10장 사회과 평가 이론 ······························································ 253
Ⅰ. 사회과 평가의 의의 ···························································· 254
1. 거시적 관점의 사회과 평가 ··················································· 254
2. 미시적 관점의 사회과 평가 ··················································· 255
Ⅱ. 2015개정 사회과 교육과정 평가 ······································ 256
1. 평가의 원칙·············································································· 257
2. 평가의 내용·············································································· 258
3. 평가의 방법·············································································· 258
4. 평가 결과의 활용····································································· 259
Ⅲ. 사회과 평가의 종류 ···························································· 259
1. 평가 수행 형태에 따른 분류··················································· 260
2. 평가 주체에 따른 분류···························································· 261
3. 평가 내용에 따른 분류···························································· 262
4. 평가시기에 따른 분류······························································ 262

제11장 사회과 평가의 실제 ··························································· 265
Ⅰ. 사회과 평가의 수행 ···························································· 266
1. 진단평가의 수행······································································· 266
2. 동료평가의 수행······································································· 267
3. 가치․ 태도 평가의 수행···························································· 270
Ⅱ. 총괄평가를 위한 문항 개발 ··············································· 272
1. 평가 문항 개발의 기본방향····················································· 272
2. 사회과 평가 문항의 요건························································· 274
3. 선다형(객관식) 문항 제작························································ 276
4. 서답(서답)형 문항 제작···························································· 280
5. 평가 문항의 오류 분석···························································· 281
Ⅲ. 사회과 평가의 해결 과제 ·················································· 284

참고문헌 ····················································································· 286
찾아보기 ····················································································· 291

저자소개

박 인 현(Park In Hyun)
대구교육대학교 사회과교육과 교수(1990~현재)
저서 및 논문
∙다양한 교수‧학습 정보활용을 통한 사회과 학습능력의 신장
∙학습자중심의 수준별 교육과정 및 인정도서 개발방법
∙수준별 교육과정 및 학습내용 분석(제7차 교육과정)
∙우리나라 창의성교육의 현재와 미국교육
∙법교육을 위한 교사용 토론지도자료(Case)의 개발
∙다문화교육에 대비하는 사회과
∙사회과 수업에서 자기 주도적 학습지도방안
∙미국초등학교 사회과 교육의 새경향에 대한 담론
∙복합적 사고 기능 신장과 토의·토론 수업의 효용성 외 다수
∙초등학교 헌법교육 내용에 대한 교사 인식
∙인성교육진흥법상 핵심 가치․덕목과 법교육
∙인권보호차원에서 본 우리나라 난민법 외 다수
주요 경력
∙제7차 교육과정 경상북도 사회과 지역인정도서 승인 심의위원장
∙제7차 교육과정 사회과탐구 교과서 개발·연구위원
∙경상북도교육청 인정도서 ʻ독도ʼ 교과서 심의위원장
∙2009개정교육과정 사회과 국정교과서(3, 4학년) 심의위원
∙2002, 2009 University of Wisconsin-EauClaire 연구교환교수
∙2011년 중등교원 임용시험 출제위원
∙2011년 고등학교 ‘법과정치’ 교과서 검정연구위원
∙관세직 전환 특별채용시험 출제위원(관세청)
∙울산광역시 지방공무원 임용시험 출제위원
∙전라북도 중등교원 임용시험 심층 면접위원
∙2015개정 교육부 사회과교과용도서(3-4학년군) 편찬심의회위원(장)
저자 연락처
연구실 : (053)620-1328, E-mail : ihpark@dnue.ac.kr Home-page: http://ihpark.dnue.ac.kr

등록된 사용후기

사용후기 쓰기 새 창 더보기

사용후기가 없습니다.

등록된 상품문의

상품문의 쓰기새 창 더보기

상품문의가 없습니다.

배송

30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.