통합사회 교육의 이해 > 교과교육(각교과교육론)

급변하는 미래 사회를 종합적으로 이해하고 복잡한 현상이나 문제를 비판적이고 창의적으로 해결하는 시민 역량을 함양하기 위해서는 통합적 관점에서 사회현상과 문제에 접근하는 교육이 필요하다. 이런 이유에서 통합적 관점에서 사회현상과 문제를 파악하도록 인간 생활과 관련된 다양한 주제와 내용을 통합적으로 구성하는 통합사회 과목이 요구되고 있다. 그래서 2015 개정 사회과 교육과정에서 ‘통합사회’ 과목을 개설하였고, 2022 개정 통합사회에서는 통합적 관점이 더 강화되었다. 

하지만 아직 안타깝게도 ‘통합사회’ 교육의 이론적 체계를 정립한 논문이나 책은 거의 출판되지 않았다. 그래서 저자는 사범대학에서 통합사회를 강의하면서 축적한 연구와 경험을 바탕으로 통합사회에 대한 이론적 체계를 세우고 학교 현장에 적용하는 방안을 중심으로 처음 책을 출판하게 되었다.

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머리말 / 3

제1장 통합사회의 개념과 목표 ·······················································9

1. 통합사회의 개념 ·······························································10

2. 통합사회의 목표 ·······························································14

3. 통합사회와 다른 과목의 관계 ·················································22

제2장 통합사회와 통합적 관점 또는 융합적 관점의 접근 ····················25

1. 통합사회의 성격과 통합적 관점 또는 융합적 관점의 접근 ·················26

2. 융합적 관점의 적용 사례 ······················································36

제3장 통합사회의 역사 ································································47

1. 교수 요목기: ‘인생과 사회’ ···················································48

2. 제1차 사회과 교육과정: ‘일반사회’ ···········································49

3. 제6차 사회과 교육과정: ‘공통사회’ ···········································53

4. 2009 개정 사회과 교육과정: ‘사회’ ·········································55

5. 2015 개정 사회과 교육과정: ‘통합사회’ ·····································56

6. 2022 개정 사회과 교육과정: ‘통합사회 1, 2’ ······························59

제4장 통합사회의 필요: 미래 사회와 교육 패러다임의 전환 ·················63

1. 미래 사회와 융합적 역량의 요구 ·············································64

2. 교사 중심 교육 패러다임 ······················································71

3. 학생 중심 교육 패러다임 ······················································75

제5장 통합사회의 교육 영역 ·························································83

1. 정치 교육 ······································································84

2. 법 교육 ·········································································87

3. 경제 교육 ······································································90

4. 사회ㆍ문화 교육 ·······························································93

5. 지리 교육 ······································································96

6. 역사 교육 ······································································98

7. 도덕 교육 ·····································································102

제6장 통합사회 교육과정의 조직 원리 ···········································107

1. 통합 교육과정의 조직 원리 ··················································108

2. 융합 교육과정의 조직원리 ···················································118

제7장 2022 개정 통합사회의 분석과 운영 현황 ······························135

1. 2022 개정 통합사회 교육과정의 분석 ······································136

2. 통합사회 수업의 운영 현황 ··················································141

제8장 탐구 학습 ·······································································147

1. 개인적 탐구 학습 ·····························································148

2. 집단적 탐구 학습 ·····························································155

3. 탐구 학습의 지침 ·····························································162

제9장 토의ㆍ토론 학습 ·······························································165

1. 토의와 토론 ···································································166

2. 토의ㆍ토론 학습의 목표와 효과 ·············································168

3. 토의ㆍ토론 학습의 방법 ······················································171

4. 토의ㆍ토론 학습의 규칙과 교사 역할 ·······································184

제10장 프로젝트 학습 ································································191

1. 프로젝트 학습의 의미와 목표 ················································192

2. 프로젝트 학습의 방법 ························································195

3. 프로젝트 학습의 적용 ························································196

제11장 협력 학습 ·····································································205

1. 협동 학습과 협력 학습의 구분 ··············································206

2. 직소 협동 학습(Jigsaw) ·····················································208

3. 협력 학습의 의미와 특징 ····················································215

4. 협력 학습의 철학적 토대 ····················································217

5. 협력 학습의 방법 ·····························································218

제12장 가치 학습 ·····································································225

1. 가치 분석의 방법과 적용 ····················································226

2. 가치 탐구의 방법과 적용 ····················································232

3. 도덕적 추론의 방법과 적용 ··················································237

제13장 체험 학습 ·····································································243

1. 통합사회와 체험 학습의 중요성 ·············································244

2. 체험 학습의 의미와 효과 ····················································249

3. 체험 학습의 철학적 토대 ····················································252

4. 체험 학습의 유형과 방법 ····················································255

제14장 통합사회와 수행평가 ·······················································263

1. 통합사회와 평가 방식의 전환 ················································264

2. 통합사회의 수행평가 방법 ···················································266

참고문헌 ················································································274

부록: 통합사회의 학습 주제와 교수ㆍ학습 방법(예시) ····························280

저자소개

서울대학교 대학원에서 사회과교육 및 사회 철학을 전공했으며, 배재고등학교 교사를 거쳐 2004년부터 전주교육대학교 사회교육과에서 가르쳤으며, 현재 한국교원대학교 일반사회교육과 교수로 재직하고 있다. 교육부의 민주시민교육 자문위원, ‘2022 개정 사회과 교육과정’ 시안 개발 연구원, 교육과정 심의회(사회) 심의위원으로, 그리고 전북교육청의 인성교육 진흥위원회 위원장, 인정도서(사회문제 탐구) 심의회 위원장 등으로 활동했다.

∙ 주요 저서 

｢중학교 사회 1, 2｣(비상교육) (2009 ~ 현재) 

｢초등학교 사회 3~6학년｣(미래엔) (2025 ~ ) 

｢사회과교육의 이론과 실제｣(4판) (2011) 

｢거꾸로 교실을 넘어 거꾸로 학습으로｣ (2016) 

｢역사와 함께 읽는 민주주의｣(2020 세종도서) 

｢코로나 이후 미래교육｣(2판) (2021) 

｢메타버스 수업, 미래교육의 방향을 찾다｣ (2022) 

｢사회과교육의 이해｣(4판) (2023) 

｢사회과 교재연구 및 교수법｣(4판) (2023) 

｢중등 사회과 교재연구 및 교수법｣ (2023)

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