추가 적립 안내

4차 산업혁명은 기존 사회와 전혀 다른 새로운 인재와 역량을 요구하고 있다. 단순 지식의 기억보다는 컴퓨터와 인공지능(AI)이 못 하는 문제를 창의적으로 해결할 수 있는 시민의 역량을 필요로 한다. 그런 창의적 인재와 역량을 기르기 위해서 18세기 산업사회에 적합했던 ‘교사 중심의 수업 패러다임’을 ‘학생의 배움 중심의 수업 패러다임’으로 전환할 것을 요구한다. 4차 산업혁명과 미래 사회에서 요구되는 창의적 인재와 시민 역량을 기르기 위해서 수업 패러다임을 바꾸고 어떻게 가르쳐야 하는가를 진지하게 고민해야 할 시점이다.
그래서 이 책에서는 사회과의 수업 패러다임을 바꾸어 4차 산업혁명과 미래 사회에 요구하는 시민을 가르기 위한 교수ㆍ학습법과 평가 방식에 대하여 제시하고자 한다. 또한 교육공학에서 수업설계 모형에 대한 연구를 차용하여 사회과의 ‘수업설계 모형’과 ‘교재연구 모형’을 개발하여 적용하고자 한다. 그리고 4차 산업혁명과 미래사회에서 요구되는 시민 역량을 기르기 위한 교수ㆍ학습 방법과 성장ㆍ과정 중심의 평가 방식을 소개할 것이다.

머리말 / 3

제1부 사회과 수업 설계와 교재 연구
제1장 4차 산업혁명과 수업 패러다임의 전환 / 13
1. 4차 산업혁명과 시민 역량 ································································14
2. 수업 패러다임의 전환 ········································································20
3. 수업을 보는 관점 ···············································································24
4. 좋은 수업의 요소와 특징 ···································································31
제2장 수업 설계와 교재 연구 / 37
1. 수업 설계 모형 ···················································································38
2. 교재 연구 모형 ···················································································44
제3장 사회과의 수업 설계와 교재 연구 / 51
1. 사회과 교육과정의 이해 ·····································································52
2. 사회과의 수업 설계 모형 ···································································57
3. 사회과의 교재 연구 모형 ···································································64

제2부 사회과의 교수 방법
제4장 강의식 수업 / 85
1. 강의식 수업의 의미와 목표 ·······························································86
2. 강의식 수업의 특징 ············································································87
3. 강의식 수업의 유형과 방법 ·······························································88
4. 강의식 수업의 장점과 단점 ·······························································91
제5장 개념 학습과 일반화 학습 / 93
1. 개념 학습의 의미와 목표 ···································································94
2. 속성 모형 ·························································································102
3. 원형 모형 ·························································································106
4. 상황 모형 ·························································································110
5. 개념 학습의 효과와 전략 ································································113
6. 일반화 학습 ······················································································115
제6장 문답식 수업 / 119
1. 문답식 수업의 의미와 목표 ·····························································120
2. 문답식 수업의 장점과 단점 ·····························································122
3. 문답식 수업과 질문의 유형 ·····························································125
4. 문답식 수업의 방법 ·········································································134
5. 문답식 수업의 적용 ·········································································139
6. 문답식 수업의 한계 ·········································································140
제7장 탐구 수업 / 142
1. 탐구 수업의 의미와 목표 ································································142
2. 탐구 수업의 방법 ·············································································144
3. 탐구 수업의 적용 ·············································································145
4. 탐구 수업의 전략 ·············································································153
제8장 문제 해결 학습 / 155
1. ‘문제’의 성격과 종류 ·······································································156
2. 문제 해결 학습의 의미와 목표 ·······················································158
3. 문제 해결 학습의 방법 ····································································160
4. 문제 해결 학습의 적용 ····································································164
제9장 문제 중심 학습 / 167
1. 문제 중심 학습의 의미와 목표 ·······················································168
2. 문제 중심 학습의 방법 ····································································172
3. 문제 중심 학습의 적용 ··································································176
4. 탐구 수업, 문제 해결 학습, 문제 중심 학습의 비교 ···················178
제10장 의사 결정 수업 / 181
1. 의사 결정 수업의 의미와 목표 ·······················································182
2. 개인적 의사 결정 수업의 방법 ·······················································186
3. 집단적 의사 결정 수업의 방법 ·······················································191
4. 의사 결정 수업의 한계 ····································································195
제11장 논쟁 문제 수업 / 197
1. 논쟁 문제 수업의 의미와 목표 ·······················································197
2. 논쟁 문제 수업의 방법 ····································································200
3. 논쟁 문제 수업의 적용 ····································································203
4. 논쟁 문제 수업에서 교사의 역할 ····················································210
5. 논쟁 문제 수업의 한계 ····································································214
6. 문제해결학습, 의사결정수업, 논쟁문제수업의 비교 ························215
제12장 토론 수업 / 218
1. 토의와 토론의 의미 ·········································································219
2. 토론 수업의 목표와 효과 ································································221
3. 토론 수업의 유형 ·············································································224
4. 토론 수업의 방법: 배심 토의, 짝 토의, 찬ㆍ반 대립 토론 ··········225
5. 토론 수업의 규칙과 교사의 역할 ····················································230
6. 토론 수업과 논쟁 문제 수업의 비교 ··············································232
제13장 협동 학습 / 234
1. 협동 학습의 등장 배경 ····································································234
2. 협동 학습의 목표와 필요조건 ·························································236
3. 과제 분담 학습 모형(Jigsaw) ························································242
4. 집단 성취 분담 모형(STAD) ···························································249
제14장 가치 수업 / 253
1. 가치 수업의 의미와 목표 ································································254
2. 가치 주입의 방법과 적용 ································································256
3. 가치 명료화의 방법과 적용 ···························································260
4. 가치 분석의 방법과 적용 ································································264
5. 가치 탐구의 방법과 적용 ································································272
제15장 프로젝트 학습 / 279
1. 프로젝트 학습의 의미와 목표 ·························································279
2. 프로젝트 학습의 방법 ······································································282
3. 프로젝트 학습의 적용 ······································································284
제16장 현장 학습과 체험 학습 / 292
1. 현장 학습의 의미와 목표 ································································293
2. 현장 학습의 유형과 방법 ································································295
3. 체험 학습의 의미와 목표 ································································297
4. 체험 학습의 유형과 방법 ································································302
5. 체험 학습의 모형 ·············································································303
6. 체험 학습 프로그램의 적용 ·····························································310
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 ································································370
3. 사회과 수행평가의 방법 ··································································373
4. 사회과 수행평가의 전략 ··································································385

참고문헌 / 387
부록
1. 사회과 수업 분석표 ·········································································399
2. 임용고시 문제 분석 ·········································································400