초등 사회과교육 수업 디자인하기 > 교육학

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제1부 꿈과 끼를 키우는 사회과 교육
제1장 2015 사회과 교육과정의 주요 개정 사항 ·········································11
Ⅰ 성격 ················································································11
Ⅱ 목표 ················································································12
Ⅲ 내용 체계 및 성취기준 ···························································14
Ⅳ 주요 개정 사항 ····································································23
제2장 사회과 학생 참여 중심 교수ㆍ학습 방법 ···········································27
Ⅰ 학생 참여 중심 교수ㆍ학습 방법의 이해 ······································27
제3장 사회과 과정 중심 평가의 이해 ······················································47
Ⅰ 과정 중심 평가의 이해 ···························································47
제4장 스마트 기기를 활용한 수업, 더 나은 사회 수업을 위한 대안인가? ············57
Ⅰ 들어가며 ···········································································57
Ⅱ 사회과에서 바라보는 스마트 교육 ··············································58
Ⅲ 스마트 기기를 활용한 사회 수업에 대한 분석 ································59
Ⅳ 사회과 교수의 측면에서 스마트교육이 극복해야 할 문제 ···················61
제5장 초등학교 사회과교실 운영 사례 ·····················································63
Ⅰ 시작하며 ···········································································63
Ⅱ 이론적 탐구 ········································································64
Ⅲ 사회과 교실의 효율적 환경 탐색 ···············································66
Ⅳ 사회과 교실의 운영 ·······························································67
Ⅴ 사회과 교실의 운영 결과 분석 ··················································72
Ⅵ 사회과 교실의 운영 결과 및 제언 ··············································73
제6장 초등학교 사회과교실 운영을 위한 블록타임 방안 ·································75
Ⅰ 교수학습과정안 ····································································75
Ⅱ 활동 결과물 ········································································90
제7장 사회과에서 좋은 수업을 위한 협동학습 ············································95
Ⅰ 어려운 사회과 수업 ·······························································95
Ⅱ 협동학습 살펴보기 ································································95
Ⅲ 협동학습을 위한 준비 ····························································98
Ⅳ 협동학습에 자주 사용되는 교수-학습 모형 ··································107
제8장 토의, 토론 수업 ······································································109
Ⅰ 토론의 정의(김정효, 1997) ·····················································109
Ⅱ 토론 교수-학습의 정의 ·························································110
Ⅲ 토의, 토론의 차이 ·······························································111
Ⅳ 토론 교수-학습 활동 모형 ······················································111
Ⅴ 토의, 토론 수업은 아동이 하는 수업 ·········································113

제2부 꿈과 끼를 키우는 초등사회과 수업의 실제
제1장 토의토론 수업 사례 ··································································117
Ⅰ 주제 선정 배경 ··································································118
Ⅱ 단원: 1-3-3 두 차례 전란을 극복 ···········································120
Ⅲ 학생의 실태 ······································································129
Ⅳ 사회수업 이야기 ·································································137
Ⅴ 교재 연구 ·········································································146
Ⅵ 본시 학습 과정안 ································································150
Ⅶ 참고 자료 ·········································································159
제2장 지역화 단원 수업 사례 ······························································165
Ⅰ 수업을 시작하며… ·······························································165
Ⅱ 수업 모형에 대한 이론 ·························································167
Ⅲ 본시 관련 실태 분석 ····························································169
Ⅳ 교수ㆍ학습의 실제 ·······························································170
제3장 역사 수업 사례 ·······································································183
Ⅰ 역사 수업 들여다보기 ···························································183
Ⅱ 단원의 이해 ······································································185
Ⅲ 수업의 배경 ······································································190
Ⅳ 우리 반 들여다보기 ·····························································195
Ⅴ 본시 지도안 ······································································200
제4장 녹색성장 수업 사례 ··································································209
Ⅰ 녹색성장 사회 수업 들여다보기 ···············································209
Ⅱ 수업의 배경 ······································································211
Ⅲ 학급 들여다보기 ·································································215
Ⅳ 환경을 생각하는 국토 가꾸기 ··················································216
Ⅴ 본시 지도안 ······································································220
제5장 주제 스트랜드 중심의 민주시민교육 프로그램 구안 적용을 통한 핵심역량 함양 ···227
Ⅰ 들어가며 ··········································································227
Ⅱ 교과 간 교육과정 재구성 ·······················································230
Ⅲ 나오며 ·············································································241

참고문헌 ··············································································243

저자소개

노훈준 / 경인교육대학교대학원 교육학석사(초등사회과교육)
제2회 전국 ICT활용교육 연구대회 금상
제8회 교실수업개선 수업연구 발표대회 사회과 1등급
2007년 개정교육과정에 따른 초등 1, 2학년 통합교과 교과용도서 개발 편찬위원
사회과 탐구 ‘인천의 생활’ 집필위원
인천광역시교육청 수업개선선도교사
인천연수초등학교 교사

김광태 / 경인교육대학교대학원 교육학석사(초등교육방법)
인천남부교육지원청 초등사회교과연구회 회장
전국 교육자료전 사회과 2등급
교실수업개선 수업연구 발표대회 사회과 2등급
한국교육학술정보원 사이버가정학습 초등사회과 평가문항 개발팀장
인천교수학습지원센터 사이버가정학습 콘텐츠 개발
대련한국국제학교 교사

김현진 / 인천대학교교육대학원 교육학석사(컴퓨터교육)
인천남부교육지원청 초등사회교과연구회 회장
현장교육연구대회 사회과 1등급
교육과학기술부 창의인성교육 사회과 수업모델개발
한국교육과정평가원 성취기준 성취수준 현장적합성 검토
인천광역시교육청 초등학교 교육과정 편성운영지침 개발
대련한국국제학교 교사

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