사회과 교재연구 및 교수법
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2023-12-05 00:46
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사회과 교재연구 및 교수법
도서명 : 사회과 교재연구 및 교수법
저자/출판사 : 박상준, 교육과학사
쪽수 : 420쪽
출판일 : 2022-09-10
ISBN : 9788925417011
정가 : 20000
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 ····································································238
2. 협동 학습의 목표와 필요조건 ·························································240
3. 과제 분담 학습 모형(Jigsaw) ························································246
4. 집단 성취 분담 모형(STAD) ···························································253
제14장 가치 수업 / 257
1. 가치 수업의 의미와 목표 ································································258
2. 가치 주입의 방법과 적용 ································································260
3. 가치 명료화의 방법과 적용 ···························································264
4. 가치 분석의 방법과 적용 ································································268
5. 가치 탐구의 방법과 적용 ································································276
제15장 프로젝트 학습 / 283
1. 프로젝트 학습의 의미와 목표 ·························································283
2. 프로젝트 학습의 방법 ······································································286
3. 프로젝트 학습의 적용 ······································································288
제16장 현장 학습과 체험 학습 / 296
1. 현장 학습의 의미와 목표 ································································297
2. 현장 학습의 유형과 방법 ································································299
3. 체험 학습의 의미와 목표 ································································301
4. 체험 학습의 유형과 방법 ································································306
5. 체험 학습의 모형 ·············································································307
6. 체험 학습 프로그램의 적용 ·····························································314
제17장 지역 학습 / 319
1. 지역 학습의 의미와 목표 ································································320
2. 지역 학습의 내용 ·············································································321
3. 지역 학습의 방법 ·············································································323
4. 지역 학습의 한계 ·············································································324
제18장 지도 학습 / 326
1. 지도 학습의 의미와 목표 ································································327
2. 지도 학습의 내용 ·············································································328
3. 지도 학습의 방법 ·············································································335
4. 지도 학습의 한계 ·············································································337
제19장 이야기식 수업 / 339
1. 내러티브로서 역사 ···········································································340
2. 이야기식 수업의 의미와 목표 ·························································341
3. 이야기식 수업의 방법 ······································································344
4. 이야기식 수업의 효과와 한계 ·························································345
제20장 사료 학습 / 347
1. 사료의 의미와 성격 ·········································································348
2. 사료 학습의 의미와 목표 ································································349
3. 사료 학습의 방법 ·············································································350
4. 사료 학습의 효과 ·············································································354
제3부 사회과의 평가
제21장 사회과의 평가 / 359
1. 사회과의 평가 방법 ·········································································360
2. 사회과 평가 방식의 전환 ································································373
3. 사회과 수행평가의 방법 ··································································376
4. 사회과 수행평가의 전략 ··································································388
참고문헌 / 390
부록
1. 사회과 수업 분석표 ·········································································401
2. 임용시험 문제 분석 및 해설 ···························································402
도서명 : 사회과 교재연구 및 교수법
저자/출판사 : 박상준, 교육과학사
쪽수 : 420쪽
출판일 : 2022-09-10
ISBN : 9788925417011
정가 : 20000
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 ····································································238
2. 협동 학습의 목표와 필요조건 ·························································240
3. 과제 분담 학습 모형(Jigsaw) ························································246
4. 집단 성취 분담 모형(STAD) ···························································253
제14장 가치 수업 / 257
1. 가치 수업의 의미와 목표 ································································258
2. 가치 주입의 방법과 적용 ································································260
3. 가치 명료화의 방법과 적용 ···························································264
4. 가치 분석의 방법과 적용 ································································268
5. 가치 탐구의 방법과 적용 ································································276
제15장 프로젝트 학습 / 283
1. 프로젝트 학습의 의미와 목표 ·························································283
2. 프로젝트 학습의 방법 ······································································286
3. 프로젝트 학습의 적용 ······································································288
제16장 현장 학습과 체험 학습 / 296
1. 현장 학습의 의미와 목표 ································································297
2. 현장 학습의 유형과 방법 ································································299
3. 체험 학습의 의미와 목표 ································································301
4. 체험 학습의 유형과 방법 ································································306
5. 체험 학습의 모형 ·············································································307
6. 체험 학습 프로그램의 적용 ·····························································314
제17장 지역 학습 / 319
1. 지역 학습의 의미와 목표 ································································320
2. 지역 학습의 내용 ·············································································321
3. 지역 학습의 방법 ·············································································323
4. 지역 학습의 한계 ·············································································324
제18장 지도 학습 / 326
1. 지도 학습의 의미와 목표 ································································327
2. 지도 학습의 내용 ·············································································328
3. 지도 학습의 방법 ·············································································335
4. 지도 학습의 한계 ·············································································337
제19장 이야기식 수업 / 339
1. 내러티브로서 역사 ···········································································340
2. 이야기식 수업의 의미와 목표 ·························································341
3. 이야기식 수업의 방법 ······································································344
4. 이야기식 수업의 효과와 한계 ·························································345
제20장 사료 학습 / 347
1. 사료의 의미와 성격 ·········································································348
2. 사료 학습의 의미와 목표 ································································349
3. 사료 학습의 방법 ·············································································350
4. 사료 학습의 효과 ·············································································354
제3부 사회과의 평가
제21장 사회과의 평가 / 359
1. 사회과의 평가 방법 ·········································································360
2. 사회과 평가 방식의 전환 ································································373
3. 사회과 수행평가의 방법 ··································································376
4. 사회과 수행평가의 전략 ··································································388
참고문헌 / 390
부록
1. 사회과 수업 분석표 ·········································································401
2. 임용시험 문제 분석 및 해설 ···························································402
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