함께해서 즐거운 세계시민교육 > 교육학

세계시민교육은 낯선 새로운 교육이 아니라 우리가 기존에 해 왔던 국제이해교육, 다문화교육, 평화교육, 지속가능발전교육 등 이 모든 것이 포함되는 것이고, 분절되어 가르치던 내용을 보다 통합적으로 이해하고, 글로벌 이슈에 대한 비판적 사고 및 문제 해결을 위해 노력하는 실천적 행동을 할 수 있게 교육하는 것이다.
이 책은 초등학생을 대상으로 ‘세계시민교육프로그램 구안·적용을 통한 세계시민성 함양’이라는 프로젝트 주제로 1년 동안 학생들과 함께 실천한 내용을 알기 쉽게 정리한 책이다.

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머리말 / 3

1. 세계시민교육 ·······························································11
가. 세계시민교육 ······························································13
나. 세계시민성 ································································19
다. 세계시민교육 프로그램과 세계시민성 ·····································21

2. 세계시민교육과 관련된 여러 연구들 ·································25
가. 선행 연구 ·································································25
나. 시사점 ·····································································26

3. 세계시민교육 적용을 위한 실태분석 ································27
가. 실태분석 설문지 구성요소 ·················································27
나. 실태분석 설문지 문항 내용 ···············································28
다. 실태분석 결과 ·····························································29

4. 세계시민교육의 실천 ·····················································35
1. 교육과정 분석 및 세계시민교육 환경 구축 ··································35
가. 세계시민성 실태분석 및 지도방향 설정 ································36
나. 세계시민교육 프로그램 구안을 위한 교육과정 및 교과내용 분석 ······41
다. 세계시민교육 프로그램 학습주제 및 핵심 역량 추출 ··················45
라. 세계시민성 함양을 위한 환경 조성 ····································47
2. 세계시민교육 학습을 적용한 배움 중심 교수ㆍ학습 활동 전개 ·············57
가. 세계시민교육 프로그램 교수ㆍ학습 모형 구안 ·························58
나. 세계시민교육 프로그램 구안의 실제 ···································59
다. 세계시민교육 프로그램 내용 및 활용 방법 ····························63
라. 세계시민교육 프로그램 교수ㆍ학습 과정안 적용 ·······················79
3. 다양한 장의 세계시민교육 학습 활동 전개 ·································88
가. 다양한 세계시민교육 프로그램 실천 ···································89
나. 가정과 연계한 세계시민교육 학습의 전개 ······························98
다. 세계시민교육 프로그램의 다양한 세계시민 학습 기회 제공 ··········104
라. 다양한 장의 세계시민교육 성과 ······································108

5. 세계시민교육의 실천 결과 ············································109
1. 검증 내용 및 방법 ·························································109
2. 검증 결과의 실제 ··························································110
가. 인간의 보편적 가치 ···················································110
나. 다양성에 대한 가치 존중 ·············································112
다. 세계 문제에 대한 흥미와 관심 ········································113
라. 문제해결에 대한 참여 의지 ···········································114
마. 세계지향성 ····························································116
바. 학생 및 학부모의 정성적 분석 ········································117
3. 검증 결과의 요약 ··························································124
가. 정량적 분석 결과 ·····················································124
나. 정성적 분석 결과 ·····················································125
4. 결론 및 제언 ······························································126
가. 결론 ···································································126
나. 제언 ···································································128

참고문헌 ·····································································130
부 록
1. 3학년 교과별 교육과정 분석 ··············································135
2. 세계시민교육 학습주제 및 핵심역량 ······································138
3. 그림책을 활용한 세계시민교육 ············································144
4. 세계시민교육 관련 학생실태 설문지 ······································149
5. 세계시민성 설문지 ························································151
6. 세계시민교육 워크북 ······················································152
7. 가족과 함께하는 세계시민교육(가정통신문) ·······························175

저자소개

최미란
경인교육대학교 학사
인천대학교 교육대학원 교육리더십 석사
인천광역시교육청 특별연구교사
교육부 기초학력 진단검사 문항 검토위원
서울특별시교육청 어린이도서관 역사체험강사
YBM원격교육연수원 인성수업 디자인하기 콘텐츠 개발위원
인천광역시교육청 세계시민교육 선도교사
인천광역시동부교육지원청 초등사회교과연구회장
동북아역사재단 독도지킴이학교 선정 심사위원
현) 인천해송초등학교 교사
<저서> ｢교과서로 만나는 역사체험 이야기｣ (공저, 2015) ｢모두가 행복한 인성중심 배움수업 이야기｣ (공저, 2016)

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