[제3판] 사회과교육의 이해 > 교육학

최근 4차 산업혁명과 그로 인한 미래 사회의 변화에 대한 논의가 뜨겁게 진행되고 있다. 미래 사회는 지식의 기억보다는 컴퓨터와 인공 지능(AI)이 하기 어려운 새로운 지식을 창출하거나 문제를 창의적으로 해결할 수 있는 시민을 필요로 한다.
그리고 2015년 9월 미래 사회에서 요구하는 ‘핵심 역량’을 중심으로 사회과 교육과정이 다시 개정되었다. 최근 교사의 가르침 중심의 전통적 수업 패러다임을 뒤집어 학생의 배움 중심의 거꾸로 교실 또는 거꾸로 학습 패러다임으로 전환하려는 운동이 학교 현장에서 자생적으로 일어나고 있다.
그래서 제3판은 4차 산업혁명에 따른 미래 사회의 변화와 요구, 2015 개정 사회과 교육과정, 전통적 수업 패러다임을 전환하려는 운동에 대비하여 사회과에서는 무엇을 어떻게 가르쳐야 할 것인지에 초점을 맞추어 개정하였다. 또한 예비 교사가 임용시험을 준비하는 데 도움이 되도록 기출 문제를 분석하여 제시하였다. 다만 사회과의 교재연구와 교수방법은 저자의 『사회과 교재연구 및 교수법』(2014)에서 자세히 다루었다.

목차

머리말 / 3

제1장 사회과의 개념과 발전 과정 / 7
1. 사회과의 발전 과정 ································································································· 7
2. 사회과의 개념 정의 ································································································· 16
3. 사회과와 사회과학의 관계 ······················································································ 18
4. 한국 사회과의 발전 과정 ······················································································· 22

제2장 사회과의 목표 / 35
1. 사회과의 목표: 시민의 자질 육성 ·········································································· 35
2. 사회과의 목표 분류 ································································································ 37
3. 우리나라 사회과의 목표 ························································································· 42

제3장 사회의 변동과 사회과 목표의 변화 / 45
1. 세계화와 지역화 시대: 다중 시민성 ······································································· 45
2. 4차 산업혁명과 미래 사회: 21세기 기능, 핵심 역량 ············································ 49
3. 민주 사회의 위기와 시민 덕목의 강화: 인성 교육 ··············································· 58

제4장 사회과의 분과 영역 / 63
1. 지리 교육 ················································································································· 63
2. 역사 교육 ················································································································ 67
3. 정치 교육 ················································································································· 71
4. 법교육 ····················································································································· 74
5. 경제 교육 ················································································································ 77
6. 사회･문화 교육 ········································································································ 81

제5장 사회과의 이론적 접근 / 85
1. 사회과의 전통과 이론적 관점 ················································································ 85
2. 시민성 전달 모형 ···································································································· 92
3. 사회과학 모형 ········································································································· 98
4. 반성적 탐구 모형 ·································································································· 104

제6장 사회과 교육과정의 조직 원리 / 113
1. 환경 확대법 ······················································114
2. 개념 중심 나선형 교육과정 ··········································117
3. 통합적 접근법 ····················································122
4. 교육과정의 지역화 ················································134
5. 사회과 교육과정의 조직 유형 ·······································136
6. 2009 개정 사회과 교육과정의 특징 ··································143
7. 2015 개정 사회과 교육과정의 특징 ···································146

제7장 사회과에서 지식의 교육 / 161
1. 사회과의 목표로서 지식의 이해 ······································162
2. 사실 학습 ························································162
3. 개념 학습 ·······················································164
4. 일반화 학습 ······················································173
5. 협동 학습 ························································176

제8장 사회과에서 사고력의 교육 / 187
1. 사회과의 목표로서 고차적 사고력의 발달 ······························187
2. 고차적 사고력의 의미와 유형 ·······································190
3. 탐구 학습 ·······················································198
4. 문제 해결 학습 ···················································201
5. 의사 결정 수업 ···················································205
6. 논쟁 문제 수업 ···················································210
7. 비판적 사고력 교육 ················································216
8. 창의적 사고력 교육 ···············································218

제9장 사회과에서 가치의 교육 / 223
1. 사회과의 목표로서 가치의 교육 ······································223
2. 가치 교육의 발전 과정 ·············································226
3. 가치 주입 ······················································228
4. 가치 명료화 ·····················································232
5. 가치 분석 ·······················································237
6. 가치 탐구 ·······················································241
 

제10장 사회과에서 행위의 교육 / 247
1. 사회과의 목표로서 행위의 교육 ··········································································· 247
2. 현장 학습 ············································································································ 248
3. 체험 학습 ············································································································ 252
4. 시민 행동 교육 ··································································································· 258

제11장 사회과의 평가 / 263

1. 사회과의 평가 방법 ······························································································· 263
2. 사회과의 평가 방식의 전환 ·················································································· 275
3. 사회과의 수행 평가 ······························································································ 279

제12장 사회과 수업 패러다임의 전환 / 289

1. 전통적 수업 패러다임 ························································································· 289
2. 거꾸로 교실 패러다임 ·························································································· 295
3. 거꾸로 학습 패러다임 ·························································································· 302

제13장 사회과 교사의 역할과 전문성 / 315

1. 사회과 교사의 역할 ······························································································· 315
2. 사회과 교사의 전문성 ·························································································· 320
3. 수업 비평과 수업 분석의 방법 ············································································ 330
4. 수업 코칭과 수업 성찰 ······················································································· 336

제14장 사회과의 과제와 통합적 교육 / 345

1. 민주 시민 교육 ······································································································ 345
2. 다문화 교육 ··········································································································· 351
3. 인권 교육 ·············································································································· 358
4. 미디어 교육 ·········································································································· 368
5. 인성 교육 ·············································································································· 374

참고문헌/382
찾아보기/394

부록: 임용시험 기출 문제 분석 / 396

저자소개

박상준

서울대학교 대학원 사회교육과를 졸업하고, 배재고 교사 및 강원대, 춘천교대 강사 등을 거쳐 2004년 이후 전주교육대학교 사회교육과에서 가르치고 있다. 교사의 비전과 전문성을 겸비한 좋은 교사를 양성하기 위한 활동과 정의로운 학교를 만들기 위해 교육 운동에 참여하고 있다.

주요 저서와 논문:
저서: ｢비판적 사고와 문답식 수업｣(2006),
｢사회과교육의 이론과 실제｣(제4판) (2011)
｢사회과 교재연구 및 교수법｣(2014)
｢거꾸로 교실을 넘어 거꾸로 학습으로｣(2016)
｢중학교 사회 1, 2｣(비상교육) (2009 ~ 현재)
논문: ‘행위성향 중심의 시민교육’ (2002, 박사논문)
‘다문화 사회에서 법교육의 방향 연구’ (2009)
‘인권 판단력의 발달에 관한 연구’ (2010)
‘다문화 시민성의 육성을 위한 다문화 교육의 방안’ (2012)
‘법교육 연구의 성과와 과제’ (2013)
‘주제 중심 융합교육과정의 구성 방안’ (2017)

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