큐앤알, 한 학기 한 권 읽기를 만나다 > 교육학

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프롤로그 / 3
제1부 왜 큐앤알학습인가?
제1장 큐앤알학습의 필요성과 시대적 요구 ············································· 11
제2장 큐앤알학습 모형 ····································································· 17
1. 큐앤알학습 교수-학습 모형 ················································· 17
제3장 큐앤알학습의 교육철학 ····························································· 29
1. 한국교육철학계의 동향 ······················································· 30
2. 큐앤알학습의 교육철학 ······················································· 32
3. 큐앤알학습의 포인트 ·························································· 34
제4장 큐앤알학습의 효과 ·································································· 39
1. 창의성과 질문과의 관계 ······················································ 39
2. 큐앤알학습의 창의성 효과 ··················································· 43
3. 큐앤알학습 적용 후 교사와 학생 심층 인터뷰 분석 ·················· 50
제5장 큐앤알학습의 교육적 의미 ························································· 61
제6장 교육과정 속 독서교육의 필요성 ·················································· 65
1. 가까운 듯 먼 책 ······························································· 65
2. 독서 단원이란? ································································· 67
3. 왜 책을 읽어야 해요? ························································ 71
4. 국어과의 성격과 독서 ························································ 73
5. 국어과의 목표와 독서 ························································ 74
6. 독서단원 관련 성취기준 ······················································ 78
제7장 큐앤알과 함께하는 인물탐구 프로젝트 ·········································· 81
1. 프로젝트 시작하기 ····························································· 81
2. 프로젝트 계획하기 ····························································· 85
3. 프로젝트 준비하기 ····························································· 91
4. 프로젝트 수업 실시하기 ······················································ 94
5. 본시 활용 학습지 ····························································· 107
6. 질의응답과 함께 프로젝트 되돌아보기 ·································· 112
제2부 큐앤알로 풀어가는 한 학기 한 권 읽기
제1장 질문과 함께 성장하는 교실 ······················································ 117
1. 질문을 좋아하는 학생 그리고 질문을 두려워하는 학생 ············· 117
2. ‘질문하기’를 왜 두려워할까? ·············································· 118
3. 질문하기를 ‘귀찮아하는’ 학생들 ·········································· 120
4. 질문으로 만드는 놀이, 놀이가 되는 질문활동 ························ 122
제2장 나의 자전거 ········································································· 129
제3장 나 안 할래 ·········································································· 165
제4장 내 마음을 보여줄까? ······························································ 197
제5장 세상에서 가장 힘이 센 말 ······················································· 215
제6장 동시로 놀아요! ····································································· 237
1. 단원 재구성의 의의 ·························································· 237
2. 단원 학습 개요 ······························································· 238
3. 큐앤알학습을 활용한 수업 살펴보기 ····································· 241
참고문헌 / 253
부 록 큐앤알학습에 대한 교사 좌담회－큐앤알학습의 궁금증과 고민 ···················· 257

저자소개

대표 저자 박순덕(교육학 박사)
한국큐앤알학습연구회 회장
논문: 큐앤이학습에 대한 고찰 외 다수
부천 원종초등학교 수석교사

한국큐앤알학습연구회 연구위원
홍은실 (시흥 진말초등학교)
정다은 (시흥 금모래초등학교)
이기범 (부천 성주초등학교)
심누리 (부천 원종초등학교)
최유리 (부천 부곡초등학교)
박준모 (구리 갈매초등학교)

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