내일의 국어 수업 > 교과교육(각교과교육론)

이 책은 현장 중심의 국어교육론이다. 영역별로 학생들에게 가르칠 내용과 수업 방법에 대해 안내하고 있다. 문학 교육, 쓰기 교육, 독서 교육을 국어 교육의 핵심이라 보고, 이를 중심으로 학습자가 생각하고 표현하는 국어 활동을 탐색하였다. 또한, 지금 교육 현장에 뿌리 내리고 있는 과정 중심 평가에 관심을 갖고 <교육과정-수업-평가-기록>의 일체화를 문법의 영역에까지 아울러 살폈다. 덧붙여, 토의·토론 수업과 온라인 국어 수업에서 활용할 수 있는 실천적 사례들을 제시하였다.

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머리말 / 3

제1장 문학 교육의 내용과 방법 ····················································9

1. 문학 수업의 방향 ·····························································11

2. 문학 수업의 내용 ·····························································16

3. 문학 교육의 방법 ·····························································25

4. 문학 수업의 설계 ·····························································36

제2장 생각을 다듬는 쓰기 교육 ···················································43

1. 자기소개서 쓰기의 지도 ·····················································45

2. 쓰기 교육의 내용 ·····························································54

3. 쓰기 교육의 방법 ·····························································60

4. 쓰기의 평가 ····································································68

5. 이 시대의 쓰기 교육 ·························································75

제3장 마음밭이 고와지는 시 교육 ················································79

1. 詩가 있는 교실을 열며 ·······················································81

2. 월별 詩 교육 활동 ····························································93

제4장 삶과 마주하는 독서 수업 ·················································133

1. 책을 읽는 이유 ······························································135

2. 고등학교 ‘읽기’ 및 ‘독서’ 교육과정 핵심 키워드 분석 ················136

3. 나누고 싶은 수업 ····························································141

4. 이 시대의 독서 교육 ························································175

제5장 우리들의 황홀했던 ‘고전 읽기’ 시간 ··································179

1. 교과목으로서의 ‘고전 읽기’ ················································181

2. ‘고전 읽기’ 수업의 사례 ····················································185

3. ‘고전 읽기’의 내면화 ························································212

제6장 탐구로 실력 쑥쑥, 문법 과정 중심 평가 ····························227

1. 문법의 교육적 효용 ·························································229

2. 탐구학습과 과정 중심 평가 ················································231

3. 탐구 과정 중심 문법 수업 설계와 평가의 실제 ························233

제7장 생각이 뛰노는 토의ㆍ토론 수업 ········································269

1. 우리 함께 토론해 볼까? ····················································271

2. 과정 중심 평가로 토론 수업 설계하고 적용하기 ·······················272

3. 다양한 토의ㆍ토론 방법을 적용한 수업 사례 ···························296

4. 생각의 놀이터에서 토의ㆍ토론으로 함께 성장하는 우리 ··············320

제8장 아이들과 함께 하는 온라인 국어 수업 ·······························323

1. 온라인 원격 수업의 준비 ···················································325

2. 온라인 국어 수업의 실제 사례 ············································340

3. 함께 고민하기: 온라인 수업의 과제 ······································378

제9장 다시 국어교육이다 ···························································385

1. 접근의 방향 ··································································387

2. 지각변동에 우리는 ···························································387

3. 국어교육이 해야 할 일 ·····················································397

4. 맺음말 ·········································································401

저자소개

김현수 경북과학고등학교 교사, 고려대 교육학 박사

박지은 경북외국어고등학교 교사, 경상북도교육청 수업 명인

임경숙 선주중학교 교사

이유경 영천여자중학교 교사

이지수 선주고등학교 교사

최진희 포항고등학교 교사

하채현 우석대학교 조교수, 고려대 교육학 박사

홍현정 예천여자고등학교 교사, 전 EBS 국어 강사

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