사회과 교육론 및 지도법 > 교과교육(각교과교육론)

급변하는 21세기 사회에서 시민교육의 중요성과 필요성이 더욱 커지고 있으며, 이를 담당하는 중핵 교과인 사회과의 역할도 날로 더해가고 있다. 이 책의 저자들은 사회과 현장 교사로서와 각자 소속 대학의 교수로서 오랜 기간 동안 가르쳐온 경험을 바탕으로, 교육 현장에서 실질적으로 적용할 수 있는 교수법을 구체적이고 실용적인 예시와 함께 제시하려 노력했다. 이 책은 이러한 고민과 경험의 산물로, 사회과 교육의 이론적 기반을 튼튼히 하고, 효과적인 교수전략을 제시함으로써 사회과 수업을 더욱 풍요롭고 의미 있게 운영하는 데 기여하고자 하였다.

목차

머리말 / 3

제1부 사회과교육의 목표와 수업 구성

제1장 사회과교육의 개념과 목표 / 13

1. 사회과교육의 개념 ··············································································13

2. 사회과교육의 목표 ··············································································14

3. 한국의 사회과교육의 발달 과정 ·························································18

제2장 2022 개정 사회과 교육과정 / 29

1. 사회과 교육과정 개발 방향 ································································29

2. 초등학교 ｢사회｣ 교육과정 개발의 기본 방향 ···································34

3. 중학교 ｢사회｣ 일반사회 영역 교육과정 개발의 기본 방향 ············· 40

4. 중학교 ｢사회｣ 지리 영역 교육과정 개발의 기본 방향 ····················45

제3장 사회과 수업의 이해 / 51

1. 좋은 수업의 의미 ················································································51

2. 사회과 좋은 수업의 요건 ···································································55

3. 사회과의 수업모형과 교수기법 ·························································60

제2부 사회과 수업 모형

제1장 개념학습 / 67

1. 개념과 개념학습 ··················································································67

2. 개념의 의미와 종류 ············································································69

3. 개념학습의 교수원리 ···········································································72

4. 교수ㆍ학습 과정 및 적용 사례 ··························································76

제2장 문제해결학습 / 79

1. 의미 ·····································································································79

2. 목표와 교수원리(사고과정으로서의 교수ㆍ학습 과정) ·······················79

3. 교수ㆍ학습 과정 및 유의점 ································································83

4. 교수ㆍ학습 과정 및 적용 사례 ··························································84

제3장 탐구학습 / 89

1. 의미 ·····································································································89

2. 목표와 교수원리(설명과정으로서의 교수ㆍ학습 과정) ·······················94

3. 교수ㆍ학습 과정 및 유의점 ································································96

4. 교수ㆍ학습 과정 및 적용 사례 ························································100

제4장 의사결정학습 / 103

1. 의미 ···································································································103

2. 목표와 교수원리 ················································································104

3. 교수ㆍ학습 과정 및 유의점 ·····························································106

4. 교수ㆍ학습 과정 및 적용 사례 ························································114

제5장 쟁점중심 토론수업(논쟁 문제 수업) / 119

1. 의미 ···································································································119

2. 목표와 교수원리 ················································································121

3. 교수ㆍ학습 과정 및 적용 사례 ························································130

제6장 가치수업 / 137

1절 가치 명료화수업 ··············································································· 139

1. 의미 ···································································································139

2. 수업 절차의 구성과 수업 전략 ························································140

3. 수업 내용 자료 및 활용상의 유의점 ···············································147

4. 교수ㆍ학습 과정 및 적용 사례 ························································149

2절 가치분석 수업 ·················································································· 153

1. 의미 ···································································································153

2. 수업 절차와 방법 ··············································································154

3. 수업 내용 자료 및 활용상의 유의점 ···············································160

4. 교수ㆍ학습 과정 및 적용 사례 ························································162

제3부 사회과 수업 기법과 협동학습

제1장 사회과 수업의 다양한 기법 / 167

1절 강의법 ································································································ 167

1. 의미 ···································································································167

2. 장ㆍ단점 ····························································································168

3. 강의의 핵심 전략 ··············································································169

4. 강의법 지도상의 유의점 ···································································169

2절 토의⋅토론 ························································································ 172

1. 의미 ···································································································172

2. 토의ㆍ토론의 전제 조건 ···································································172

3. 사회과에서 토의ㆍ토론이 강조되는 이유 ·········································174

4. 토의ㆍ토론의 교육적 효과 ·······························································175

5. 토의ㆍ토론에서 교사의 역할 ····························································176

6. 교수ㆍ학습 과정 및 적용 사례 ························································178

3절 역할극과 모의학습 ··········································································· 183

1. 역할극 교수ㆍ학습 과정 및 적용 사례 ···········································183

2. 모의학습 과정 및 적용 사례 ····························································187

4절 인물학습 ··························································································· 193

1. 의미 ···································································································193

2. 목적 및 인물 선정의 기준 ·······························································194

3. 인물학습 시 유의할 점 ·····································································195

4. 인물학습의 수업모형 ·········································································196

5. 인물학습 교수ㆍ학습 과정 및 적용 사례 ········································197

5절 NIE(신문활용교육) ·········································································· 202

1. 신문활용교육의 의미 ·········································································202

2. NIE의 다양한 교수ㆍ학습 전략 ·······················································203

3. 유의점 ·······························································································205

4. 신문활용학습 교수ㆍ학습 과정 및 적용 사례 ·································206

6절 최근 활용되는 다양한 수업 기법들 ················································ 211

1. 도식 조직자(Graphic Organizers) ···················································211

2. 의사결정 트리와 의사결정 그리드(Decision Trees and Decision Grids) ··········································215

3. 초청 강사(Guest Speakers) ····························································219

제2장 협동학습 / 223

1절 협동학습의 이해 ··············································································· 223

1. 구성주의: 협동학습의 인식론적 기반 ··············································223

2. 협동학습의 역사와 발전 ···································································226

3. 협동학습의 특징과 의의 ···································································228

4. 협동학습의 효과 ················································································229

2절 협동학습의 유형 ·············································································· 238

1. STAD(Student Teams-Achievement Division) ···························239

2. TGT(Teams Games Tournaments) ···············································241

3. Jigsaw ······························································································245

4. 일화를 활용한 의사 결정 모형(Decision-Making Episodes: DME) ·············································248

5. Pro-Con모형 ····················································································251

제4부 사회과의 평가

제1장 교육평가의 의미와 유형 / 259

1. 교육평가의 정의 ················································································259

2. 교육평가의 유형 ················································································260

제2장 사회과 평가의 현황과 방향 / 265

1. 사회과 평가의 현황 ··········································································265

2. 사회과 평가의 문제점 ·······································································267

3. 사회과 평가의 방향 ··········································································268

제3장 사회과 평가 영역과 방법 / 273

1. 사회과 평가 영역 ··············································································273

2. 사회과 평가의 방법 ··········································································277

3. 사회과 수행평가 ················································································280

저자소개

모경환

서울대학교 사범대학 사회교육과(학사)

서울대학교 사범대학 사회교육과(석사)

University of California, Berkeley(박사)

현) 서울대학교 사범대학 사회교육과 교수

한춘희

서울교육대학교 사회과교육과(학사)

연세대학교 교육대학원 일반사회교육과(석사)

한국교원대학교 대학원 사회과교육학과(박사)

현) 부산교육대학교 사회교육과 교수

허수미

한국교원대학교 일반사회교육과(학사)

한국교원대학교 대학원 사회과교육학과(석사)

한국교원대학교 대학원 사회과교육학과(박사)

현) 한국교원대학교 일반사회교육과 교수

배송

교환