현장 중심 문해력 신장 프로젝트 책 / 교육과학사
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현장 중심 문해력 신장 프로젝트
도서명 : 현장 중심 문해력 신장 프로젝트
저자/출판사 : 김현수,정지성,김진미,이경숙,이희진,저자,글,, 교육과학사
쪽수 : 380쪽
출판일 : 2022-11-30
ISBN : 9788925417417
정가 : 20000
머리말 / 3
제1장 읽기 교육의 내용 / 김현수 ·······················································11
1. 읽기 교육의 영역 ··································································13
2. 글의 원리 이해하기 ································································23
3. 읽기의 기본 기능 익히기 ·························································39
[1] 문장의 머리와 꼬리 살피기 ···················································40
[2] 문장에 담긴 의미 살피기 ·····················································46
[3] 중심 문장 찾기 ································································49
[4] 문맥의 이음새 살피기 ·························································52
[5] 문단의 소주제 파악하기 ······················································56
[6] 문단 간의 관계 파악하기 ·····················································59
4. 적극적으로 글 읽기 ································································62
[1] 추론하며 읽기 ·································································62
[2] 비판하며 읽기 ·································································81
[3] 글의 특성에 따라 전략적으로 읽기 ··········································88
제2장 독서 교육 지도 방안 - 한 학기 한 권 읽기 중심으로 / 정지성 ········95
1. 왜 독서 교육일까? ·································································97
2. 독서 교육 지도 방안 ·····························································102
[1] 한 학기 한 권 읽기 진행 사례 ·············································102
[2] 한 학기 한 권 읽기 과정중심평가 사례 ····································109
3. 독서 교육 실천 사례 ·····························································123
[1] 삶의 시기를 고려한 독서 교육-시집 읽기 ·································123
[2] 체험학습과 연결된 독서 & Change maker ······························128
[3] 작가의 삶을 통해 배우는, 삶을 위한 문해력 ······························134
[4] 모든 걸 아우르는 한 학기 한 권 읽기 끝판왕 버전! ·····················143
[5] 비문학 제재를 읽는 방법 ····················································151
[6] 평가는 어떻게? ······························································154
4. 독서 교육에 대한 고민과 제안 ··················································157
[1] 교육과정과 평가에 대해 ·····················································157
[2] 내가 생각하는 올바른 독서 습관 ···········································160
제3장 왁자지껄 중학생을 위한 읽기 수업 레시피 / 김진미 ····················165
1. 시 수업으로 시선 사로잡기 ······················································167
[1] 즐길 수밖에 없는 시의 개념 ················································168
[2] 슬픔이 자랑이 되는 문학의 아름다움 ······································172
2. 전지적 학생 시점 소설 수업 ·····················································174
[1] 내가 등장하는 고전 소설 ····················································178
[2] 문학 작품 속 시간 여행자 ··················································182
[3] 사랑의 기술을 읽는 소설 수업 ··············································191
3. 책이 좋아지는 프로젝트 수업 ···················································195
[1] 앗싸, 교과서 없는 시 요일 ·················································195
[2] 나와 너의 꿈 발견 프로젝트 ················································206
[3] 함께 읽고, 작가님께 직접 질문하기 ········································218
[4] 누구나 순식간에 읽는 단편 ·················································223
4. 나의 수업 해방 일지 ·····························································228
[1] 남중에서의 국어 수업 극복기 ···············································228
[2] 무조건 북클럽 ································································231
[3] 앞으로의 읽기, 현실 고민 ···················································236
제4장 앎이 삶이 되는 고등학교 읽기 교육 / 이경숙 ·····························243
1. 읽기 교육의 방향 ·································································245
2. 읽기 교육의 현장 ·································································246
[1] ‘나’를 찾아가는 글 읽기 ····················································248
[2] ‘우리’가 함께 가는 글 읽기 ·················································259
[3] ‘세상’ 속으로 다가가는 글 읽기 ············································278
3. 학생 소감문 및 교사 수업 일지 ·················································291
[1] 학생 소감문 ··································································291
[2] 수업 일지 ·····································································297
4. 읽기 수업 후기 ···································································301
제5장 미숙 독자를 위한 읽기 수업 / 이희진 ·······································305
1. 미숙 독자, 그들을 위한 이해 ····················································307
2. 수업으로 살아남기 ································································320
[1] 짝과 함께하는 읽기 수업 ····················································320
[2] 하브루타로 문학 작품 읽기 ·················································328
[3] 쉽게 하는 독서 수업 ························································348
3. 미래를 위한 노력과 고민 ························································364
[1] 직업기초능력평가와 읽기 능력 ··············································364
[2] 새로운 시대, 사회로 첫발을 내딛는 아이들 ································375
도서명 : 현장 중심 문해력 신장 프로젝트
저자/출판사 : 김현수,정지성,김진미,이경숙,이희진,저자,글,, 교육과학사
쪽수 : 380쪽
출판일 : 2022-11-30
ISBN : 9788925417417
정가 : 20000
머리말 / 3
제1장 읽기 교육의 내용 / 김현수 ·······················································11
1. 읽기 교육의 영역 ··································································13
2. 글의 원리 이해하기 ································································23
3. 읽기의 기본 기능 익히기 ·························································39
[1] 문장의 머리와 꼬리 살피기 ···················································40
[2] 문장에 담긴 의미 살피기 ·····················································46
[3] 중심 문장 찾기 ································································49
[4] 문맥의 이음새 살피기 ·························································52
[5] 문단의 소주제 파악하기 ······················································56
[6] 문단 간의 관계 파악하기 ·····················································59
4. 적극적으로 글 읽기 ································································62
[1] 추론하며 읽기 ·································································62
[2] 비판하며 읽기 ·································································81
[3] 글의 특성에 따라 전략적으로 읽기 ··········································88
제2장 독서 교육 지도 방안 - 한 학기 한 권 읽기 중심으로 / 정지성 ········95
1. 왜 독서 교육일까? ·································································97
2. 독서 교육 지도 방안 ·····························································102
[1] 한 학기 한 권 읽기 진행 사례 ·············································102
[2] 한 학기 한 권 읽기 과정중심평가 사례 ····································109
3. 독서 교육 실천 사례 ·····························································123
[1] 삶의 시기를 고려한 독서 교육-시집 읽기 ·································123
[2] 체험학습과 연결된 독서 & Change maker ······························128
[3] 작가의 삶을 통해 배우는, 삶을 위한 문해력 ······························134
[4] 모든 걸 아우르는 한 학기 한 권 읽기 끝판왕 버전! ·····················143
[5] 비문학 제재를 읽는 방법 ····················································151
[6] 평가는 어떻게? ······························································154
4. 독서 교육에 대한 고민과 제안 ··················································157
[1] 교육과정과 평가에 대해 ·····················································157
[2] 내가 생각하는 올바른 독서 습관 ···········································160
제3장 왁자지껄 중학생을 위한 읽기 수업 레시피 / 김진미 ····················165
1. 시 수업으로 시선 사로잡기 ······················································167
[1] 즐길 수밖에 없는 시의 개념 ················································168
[2] 슬픔이 자랑이 되는 문학의 아름다움 ······································172
2. 전지적 학생 시점 소설 수업 ·····················································174
[1] 내가 등장하는 고전 소설 ····················································178
[2] 문학 작품 속 시간 여행자 ··················································182
[3] 사랑의 기술을 읽는 소설 수업 ··············································191
3. 책이 좋아지는 프로젝트 수업 ···················································195
[1] 앗싸, 교과서 없는 시 요일 ·················································195
[2] 나와 너의 꿈 발견 프로젝트 ················································206
[3] 함께 읽고, 작가님께 직접 질문하기 ········································218
[4] 누구나 순식간에 읽는 단편 ·················································223
4. 나의 수업 해방 일지 ·····························································228
[1] 남중에서의 국어 수업 극복기 ···············································228
[2] 무조건 북클럽 ································································231
[3] 앞으로의 읽기, 현실 고민 ···················································236
제4장 앎이 삶이 되는 고등학교 읽기 교육 / 이경숙 ·····························243
1. 읽기 교육의 방향 ·································································245
2. 읽기 교육의 현장 ·································································246
[1] ‘나’를 찾아가는 글 읽기 ····················································248
[2] ‘우리’가 함께 가는 글 읽기 ·················································259
[3] ‘세상’ 속으로 다가가는 글 읽기 ············································278
3. 학생 소감문 및 교사 수업 일지 ·················································291
[1] 학생 소감문 ··································································291
[2] 수업 일지 ·····································································297
4. 읽기 수업 후기 ···································································301
제5장 미숙 독자를 위한 읽기 수업 / 이희진 ·······································305
1. 미숙 독자, 그들을 위한 이해 ····················································307
2. 수업으로 살아남기 ································································320
[1] 짝과 함께하는 읽기 수업 ····················································320
[2] 하브루타로 문학 작품 읽기 ·················································328
[3] 쉽게 하는 독서 수업 ························································348
3. 미래를 위한 노력과 고민 ························································364
[1] 직업기초능력평가와 읽기 능력 ··············································364
[2] 새로운 시대, 사회로 첫발을 내딛는 아이들 ································375
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