ESG전략 또는 통합사회 교육의 이해
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2024-12-19 07:52
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ESG전략
도서명 : ESG전략
저자/출판사 : 박승욱,심준규,김미화, 한경사
쪽수 : 307쪽
출판일 : 2024-03-31
ISBN : 9788968444883
정가 : 25000
통합사회 교육의 이해
도서명 : 통합사회 교육의 이해
저자/출판사 : 박상준, 교육과학사
쪽수 : 296쪽
출판일 : 2024-04-15
ISBN : 9788925418889
정가 : 18000
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
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