중등 사회과 교재연구 및 교수법 > 교과교육(각교과교육론)

본문 바로가기
  • 회원가입
    2000

    로그인

    다양한 서비스와 이벤트 혜택을 누리실 수 있습니다.

중등 사회과 교재연구 및 교수법 > 교과교육(각교과교육론)
메인으로

중등 사회과 교재연구 및 교수법 요약정보 및 구매

상품 선택옵션 0 개, 추가옵션 0 개

사용후기 0 개
위시리스트0
판매가격 19,000원
저자 박상준
발행일 2023-07-30
ISBN 978-89-254-1808-7(93370)
페이지 340
판형 46배
배송비결제 주문시 결제

선택된 옵션

  • 중등 사회과 교재연구 및 교수법
    +0원
위시리스트
  • 상품 정보

    도서소개

    미래 교육은 디지털 기술이나 매체의 활용 여부로 정해지는 것이 아니라 근본적으로 ‘수업 패러다임’을 교사 중심에서 ‘학생 중심’으로 바꾸고, 학생이 주도성을 갖고 ‘미래 역량’을 능동적으로 학습하는 것에 달려 있다. 교사가 주도해 교과서 지식을 전달하는 전통적인 수업 방식을 넘어서 시민 역량을 가르치는 것이 미래 교육의 핵심이다. 사회과에서 미래 시민 역량을 교육하기 위해서는 근본적으로 수업 패러다임을 전환하고, 학생이 주체적ㆍ능동적으로 학습할 수 있는 수업의 구조로 바꾸어야 한다.

    그래서 이 책에서는 먼저 미래 교육과 미래 시민 역량이 무엇인지 탐색하고, 미래 시민 역량을 교육하기 위해 사회과의 패러다임을 ‘학생 중심 수업 패러다임’으로 전환하는 방법을 제시했다. 그다음 미래 시민 역량을 교육하기 위한 수업 형태로서 블렌디드 러닝을 제시하고, 사회과에 적합한 개념 학습, 탐구 학습, 의사 결정 학습, 논쟁 문제 학습, 토론 학습, 협동 학습, 프로젝트 학습 등 다양한 교수ㆍ학습 방법을 제시했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 파악하여 효율적으로 준비하도록 구성했다.

    목차

    머리말 / 3


    제1부 사회과의 수업 설계와 교재 연구


    제1장 미래 교육과 사회과 패러다임의 전환 / 11

    1. 미래 사회와 미래 교육 ······································································11

    2. 미래 교육과 미래 시민 역량 ·····························································14

    3. 시민 역량 교육과 사회과 패러다임의 전환 ······································20


    제2장 사회과의 좋은 수업과 수업 설계 / 26

    1. 사회과에서 좋은 수업의 의미 ····························································27

    2. 사회과에서 좋은 수업의 기준과 요소 ···············································29

    3. 좋은 수업을 위한 수업 설계의 방법 ·················································33


    제3장 사회과의 수업 설계와 교재 연구 / 39

    1. 사회과 교육과정의 이해 ·····································································40

    2. 사회과의 수업 설계 모형 ···································································50

    3. 사회과의 교재 연구 모형 ···································································56


    제2부 사회과의 교수ㆍ학습 방법


    제4장 블렌디드 러닝 / 71

    1. 블렌디드 러닝의 의미, 구조, 장점 ····················································71

    2. 블렌디드 러닝의 유형 ········································································75

    3. 스테이션 순환 학습의 방법 ·······························································77

    4. 거꾸로 교실의 방법 ············································································82

    5. 블렌디드 러닝의 효과 ········································································88


    제5장 강의식 수업 / 91

    1. 강의식 수업의 의미와 목표 ·······························································92

    2. 강의식 수업의 특징 ············································································93

    3. 강의식 수업의 유형과 방법 ·······························································94

    4. 강의식 수업의 장점과 단점 ·······························································97


    제6장 개념 학습과 일반화 학습 / 99

    1. 개념 학습의 의미와 목표 ································································100

    2. 속성 모형 ·························································································108

    3. 원형 모형 ·························································································112

    4. 상황 모형 ·························································································116

    5. 개념 학습의 효과와 전략 ································································119

    6. 일반화 학습 ······················································································121


    제7장 문답식 수업과 질문법 / 125

    1. 문답식 수업의 의미와 목표 ·····························································126

    2. 문답식 수업의 장점과 단점 ·····························································128

    3. 질문의 유형과 질문법 ······································································131

    4. 문답식 수업의 방법 ·········································································140

    5. 문답식 수업의 적용 ·········································································145

    6. 문답식 수업의 한계 ·········································································147


    제8장 탐구 학습 / 148

    1. 탐구 학습의 의미와 목표 ································································148

    2. 탐구 학습의 방법 ·············································································150

    3. 탐구 학습의 적용 ·············································································151

    4. 탐구 학습의 전략 ·············································································159


    제9장 문제 해결 학습 / 161

    1. ‘문제’의 성격과 종류 ·······································································162

    2. 문제 해결 학습의 의미와 목표 ·······················································164

    3. 문제 해결 학습의 방법 ····································································166

    4. 문제 해결 학습의 적용 ··································································170


    제10장 의사 결정 학습 / 172

    1. 의사 결정 학습의 의미와 목표 ·······················································173

    2. 개인적 의사 결정 학습의 방법 ·······················································178

    3. 집단적 의사 결정 학습의 방법 ·······················································183

    4. 의사 결정 학습의 한계 ····································································186


    제11장 논쟁 문제 학습 / 188

    1. 논쟁 문제 학습의 의미와 목표 ·······················································188

    2. 논쟁 문제 학습의 방법 ····································································191

    3. 논쟁 문제 학습의 적용 ····································································194

    4. 논쟁 문제 학습에서 교사의 역할 ····················································201

    5. 논쟁 문제 학습의 한계 ····································································205

    6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············206


    제12장 토론 학습 / 209

    1. 토의와 토론의 의미 ·········································································210

    2. 토론 학습의 목표와 효과 ································································212

    3. 토론 학습의 유형 ·············································································215

    4. 토론 학습의 방법 ···········································································216

    5. 토론 학습의 규칙과 교사의 역할 ····················································223

    6. 토론 학습과 논쟁 문제 학습의 비교 ··············································225


    제13장 협동 학습 / 227

    1. 협동 학습의 등장 배경 ····································································227

    2. 협동 학습의 목표와 필요조건 ·························································229

    3. 과제 분담 학습 모형(Jigsaw) ························································235

    4. 집단 성취 분담 모형(STAD) ···························································242

    5. 집단 탐구 모형(Group Investigation) ··········································245

    6. 찬반 논쟁 협동 학습 모형(PCCL) ··················································248


    제14장 가치 수업 / 253

    1. 가치 수업의 의미와 목표 ································································254

    2. 가치 주입의 방법과 적용 ································································256

    3. 가치 명료화의 방법과 적용 ···························································260

    4. 가치 분석의 방법과 적용 ································································264

    5. 가치 탐구의 방법과 적용 ································································270

    6. 도덕적 추론의 방법과 적용 ·····························································276


    제15장 프로젝트 학습 / 281

    1. 프로젝트 학습의 의미와 목표 ·························································281

    2. 프로젝트 학습의 방법 ······································································284

    3. 프로젝트 학습의 적용 ······································································286


    제16장 현장 학습과 체험 학습 / 294

    1. 현장 학습의 의미와 목표 ································································295

    2. 현장 학습의 유형과 방법 ································································297

    3. 체험 학습의 의미와 목표 ································································299

    4. 체험 학습의 유형과 방법 ································································303

    5. 체험 학습의 모형 ·············································································305

    6. 체험 학습 프로그램의 적용 ·····························································312


    참고문헌 / 317

    부록

    1. 사회과 수업 분석표 ·········································································327

    2. 중등 임용시험 문제 분석 및 해설 ··················································328

    저자소개

    박 상 준

    서울대학교 대학원에서 사회과교육 및 사회 철학을 전공하고, 배재고등학교와 전주교육대학교에서 가르쳤으며, 현재는 한국교원대학교 일반사회교육과 교수로 재직하고 있다. 교육부 민주시민교육 자문위원, 인정도서(사회문제탐구) 심의회 위원장, 2022 개정 사회과 교육과정 시안 개발 연구원으로 활동했으며, 교육부 교육과정 심의회(사회) 위원으로 활동하고 있다.

    주요 저서와 논문:

    저서: 「중학교 사회 1, 2」(비상교육) (2009∼현재) 

    「거꾸로 교실을 넘어 거꾸로 학습으로」 (2016) 

    「역사와 함께 읽는 민주주의」 (2020 세종도서) 

    「코로나 이후 미래교육」(제2판) (2021) 

    「메타버스 수업, 미래교육의 방향을 찾다」 (2022)

    「사회과교육의 이해」(제4판) (2023)

    논문: ‘행위성향 중심의 시민교육’ (2002, 박사논문)

    ‘인권 판단력의 발달에 관한 연구’ (2010)

    ‘다문화 시민성의 육성을 위한 다문화 교육의 방안’ (2012)

    ‘주제 중심 융합 교육과정의 구성 방안’ (2017)

    ‘학생 주도성에 기초한 교육의 혁신 방안’ (2020)

    상품 정보 고시

  • 사용후기

    등록된 사용후기

    사용후기가 없습니다.

  • 상품문의

    등록된 상품문의

    상품문의가 없습니다.

  • 배송/교환정보

    배송

    30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
    입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
     

    교환

    * 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
    1) 상품에 하자가 있을 때 
        저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
    2) 소비자의 기호변경, 주문서 잘못 기입 
        소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
        상품에 하자 및 이상이 없을 때 가능합니다. 
    ▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
        보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
        (도서출판)교육과학사 특판영업부
    '입니다.
     

선택된 옵션

  • 중등 사회과 교재연구 및 교수법
    +0원