3판

박상준 지음 | 교육과학사 | 2022년 09월 10일 출간

제3판에서는 미래 교육과 미래 시민 역량이 무엇인지 탐색하고, 미래 시민 역량을 교육하기 위해 사회과의 패러다임을 ‘학생 중심 수업 패러다임’으로 전환해야 한다는 내용을 강화했다. 그리고 디지털 시대에 사회과의 수업 패러다임을 바꾸어 미래 시민 역량을 교육하기 위한 수업 형태로서 블렌디드 러닝, 거꾸로 교실 등을 새로 추가했다. 또한 최근 달라진 임용시험의 출제 경향을 분석하고 정답의 해설을 제시함으로써 예비 교사들이 임용시험의 방향을 잡고 효율적으로 준비하도록 구성했다.

저자소개

머리말 / 3

제1부 사회과의 수업 설계와 교재 연구
제1장 미래 교육과 사회과 패러다임의 전환 / 13
1. 미래 교육에 대한 오해 ······································································13
2. 미래 교육과 미래 시민 역량 ·····························································15
3. 시민 역량 교육과 사회과 패러다임의 전환 ······································22
4. 사회과에서 좋은 수업의 요소와 특징 ···············································28

제2장 수업 설계와 교재 연구 / 34
1. 수업 설계 모형 ···················································································35
2. 교재 연구 모형 ···················································································41

제3장 사회과의 수업 설계와 교재 연구 / 48
1. 사회과 교육과정의 이해 ·····································································49
2. 사회과의 수업 설계 모형 ···································································54
3. 사회과의 교재 연구 모형 ···································································61


제2부 사회과의 교수 방법
제4장 블렌디드 러닝 / 83
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································83
2. 블렌디드 러닝의 유형 ········································································87
3. 스테이션 순환 학습의 방법 ·······························································89
4. 거꾸로 교실의 방법 ············································································94
5. 블렌디드 러닝의 효과 ······································································100

제5장 강의식 수업 / 103
1. 강의식 수업의 의미와 목표 ·····························································104
2. 강의식 수업의 특징 ·········································································105
3. 강의식 수업의 유형과 방법 ·····························································106
4. 강의식 수업의 장점과 단점 ·····························································109

제6장 개념 학습과 일반화 학습 / 111
1. 개념 학습의 의미와 목표 ································································112
2. 속성 모형 ·························································································120
3. 원형 모형 ·························································································124
4. 상황 모형 ·························································································128
5. 개념 학습의 효과와 전략 ································································131
6. 일반화 학습 ······················································································133

제7장 문답식 수업과 질문법 / 137
1. 문답식 수업의 의미와 목표 ·····························································138
2. 문답식 수업의 장점과 단점 ·····························································140
3. 질문의 유형과 질문법 ······································································143
4. 문답식 수업의 방법 ·········································································152
5. 문답식 수업의 적용 ·········································································157
6. 문답식 수업의 한계 ·········································································158

제8장 탐구 수업 / 160
1. 탐구 수업의 의미와 목표 ································································160
2. 탐구 수업의 방법 ·············································································162
3. 탐구 수업의 적용 ·············································································163
4. 탐구 수업의 전략 ·············································································171

제9장 문제 해결 학습 / 173
1. ‘문제’의 성격과 종류 ·······································································174
2. 문제 해결 학습의 의미와 목표 ·······················································176
3. 문제 해결 학습의 방법 ····································································178
4. 문제 해결 학습의 적용 ····································································182

제10장 의사 결정 수업 / 185
1. 의사 결정 수업의 의미와 목표 ·······················································186
2. 개인적 의사 결정 수업의 방법 ·······················································190
3. 집단적 의사 결정 수업의 방법 ·······················································195
4. 의사 결정 수업의 한계 ····································································199

제11장 논쟁 문제 수업 / 201
1. 논쟁 문제 수업의 의미와 목표 ·······················································201
2. 논쟁 문제 수업의 방법 ····································································204
3. 논쟁 문제 수업의 적용 ····································································207
4. 논쟁 문제 수업에서 교사의 역할 ····················································214
5. 논쟁 문제 수업의 한계 ····································································218
6. 문제해결학습, 의사결정수업, 논쟁문제수업의 비교 ························219

제12장 토론 수업 / 222
1. 토의와 토론의 의미 ·········································································223
2. 토론 수업의 목표와 효과 ································································225
3. 토론 수업의 유형 ·············································································228
4. 토론 수업의 방법: 배심 토의, 짝 토의, 찬ㆍ반 대립 토론 ··········229
5. 토론 수업의 규칙과 교사의 역할 ····················································234
6. 토론 수업과 논쟁 문제 수업의 비교 ··············································236

제13장 협동 학습 / 238
1. 협동 학습의 등장 배경 ·························································&middo