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본서가 출간된 지도 2년이 지났다. 2015교육과정 사회과도 이제 3학년에서 6학년까지 전면적으로 시행되기 시작하였다. 그동안 초등학교 2015교육과정도 2015년 12월에 개정 고시된 이후 2017년 1월과 9월, 2018년 4월과 7월 등 모두 4차례에 걸쳐 개정고시가 더 이루어졌다. 더구나 초등학교 사회과도 이제 국정교과서의 틀을 벗어나 검정교과서 체제로 전환하려는 움직임이 가시화되고 있다. 바깥세상은 더더욱 빠르게 변화하고 있다. AI를 중심으로 한 4차 산업혁명은 그로 인한 변화의 방향조차 예측하는 것을 허용하지 않고 있다.

본서로 강의를 2년간 수행하면서 본서의 부족한 점을 계속 염두에 두고 있었다. 위에서 언급한 변화된 상황들이 더 이상 개정을 늦출 수 없다는 판단을 하는 데 결정적인 영향을 미쳤다. 본서가 사회과를 다루는 교사로서 사회과를 기본적으로 바르게 이해하고, 사회과의 목표에 부합하는 수업 역량을 길러 주는 데 초점을 맞춘다는 본래의 초점은 유지하면서 체계 보완과 새로운 수업이론의 소개와 임용에 다소나마 도움을 주는 데 개정의 무게를 두었다.

표현과 체제를 좀 더 이해하기 쉽도록 바꾸었고, 효과적인 사회과 수업에서 거꾸로 수업과 원격협력학습에 대한 내용을 보완하고, 각종 자료들을 최신의 자료와 적절한 자료로 개정하였으며, 평가에서 과정중심 평가에 대한 이론과 실제를 보완하였다. 그리고 최근 7년간의 교원임용고시 문항을 수록하고 그 문항에 대한 해설과 정답 탐구를 시도하였다.

머리말 ······························································································ 2
개정판 서문 ························································································ 4

PART 01 사회과의 역사와 본질 / 11
CHAPTER 01 사회과의 성립과 도입 ····························································13
Ⅰ. 미국 사회과의 등장 ··························································14
1. 사회적 ㆍ 교육철학적 배경 ··················································14
2. 미국 사회과의 탄생과 발전 및 경향 ······································16
Ⅱ. 사회과의 도입과 한국 사회과의 발전 ·····································20
1. 사회과의 도입 ·····························································20
2. 1946년 사회생활과 교수요목 ·············································21
3. 1955년 사회생활과 교육과정(제1차) ······································22
4. 1963년 사회과 교육과정(제2차) ··········································24
5. 1973년 사회과 교육과정(제3차) ··········································26
6. 1982년 사회과 교육과정(제4차) ··········································28
7. 1987년 사회과 교육과정(제5차) ··········································30
8. 1992년 사회과 교육과정(제6차) ··········································31
9. 1997년 사회과 교육과정(제7차) ··········································33
10. 2007개정 사회과 교육과정 ···············································35
11. 2009개정 사회과 교육과정 ···············································38
12. 2015개정 사회과 교육과정 ···············································40

CHAPTER 02 사회과의 본질 ················································································55
Ⅰ. 사회과와 사회사상(Social Facts & Phenomena) ····································56
1. 학습대상으로서의 사회사상(社會事象) ·······························································56
2. 사회사상을 통한 사회이해의 궁극적 지향점 ····················································58
Ⅱ. 사회과와 사회과학(Social Sciences) ·······························································59
1. 사회이해의 원리와 방법 제공의 사회과학 ·······················································59
2. 사회과와 사회과학의 연계 ·················································································60
Ⅲ. 사회과와 사회변화(Social Changes) ······························································64
1. 사회이해의 주제로서의 사회변화 ········································································64
2. 사회변화를 유도해 내는 사회과 교육 ··································································65
3. 사회과에서 다루어지는 사회변화 주제 ······························································66


PART 02 사회과 교육의 기본적 이해 및 목표와 수업전략 / 67
CHAPTER 03 사회과 교육의 기본적 이해 ······························································69
Ⅰ. 관점에 따른 사회과 교육의 유형 ··········································70
1. 시민적 자질 전수(Citizenship Transmission) 유형 ······················70
2. 반성적 탐구(Reflective Inquiry) 유형 ·····································72
3. 사회과학(Social Science) 유형 ············································73
4. 사회비판과 참여(Social Criticism & Participation) 유형 ················75
5. 개인적 ㆍ 사회적 발달(Personal & Social Development) 유형 ···········76
Ⅱ. 사회과 교육 개념의 정리 ···················································77
Ⅲ. 사회과 교육의 목적과 목표 ·················································78
1. 사회과 교육의 목적 ·························································78
2. 사회과 교육의 목표 ·························································82

CHAPTER 04 사회과 교육의 목표와 수업 ······························································85
Ⅰ. 목표로서의 지식(知識) ·······················································86
1. 사실적 지식(Facts) ·························································87
2. 개념적 지식(Concepts) ····················································89
3. 일반화 지식(Generalization) ···············································90
Ⅱ. 목표로서의 기능(機能) ·······················································91
1. 기초 기능(Basic Skills) ····················································93
2. 시간과 공간적 기능(Chronology & Spatial Skills) ·······················94
3. 고차적 사고 기능(Higher Level Thinking Skills) ························95
Ⅲ. 목표로서의 가치 ㆍ 태도(價値ㆍ 態度) ·········································99
1. 가치와 가치관(Value & Values) ··········································99
2. 가치화(Valuing) ···························································100
Ⅳ. 사회과 수업에 대한 기초적 이해 ·········································102
1. 수업 관련 용어 ····························································102
2. 사회과 수업 분류와 전략 ··················································103
Ⅴ. 지식(Knowledge) 목표를 위한 수업 전략 ······························106
1. 사실적 지식을 위한 수업 전략 ············································106
2. 개념적 지식을 위한 수업 전략 ············································107
3. 일반화 지식을 위한 수업 전략 ············································114
Ⅵ. 기능(Skill) 목표를 위한 수업 전략 ·······································116
1. 기초 기능을 위한 수업 전략 ··············································116
2. 시간과 공간적 기능을 위한 수업 전략 ····································120
3. 고차적 사고 기능을 위한 수업 전략 ······································127
Ⅶ. 가치(Value) 목표를 위한 수업 전략 ·····································146
1. 훈화와 모델링을 통한 가치 수업 전략 ····································146
2. 가치명료화 수업 전략 ·····················································146
3. 가치분석 수업 전략 ·······················································153

CHAPTER 05 효과적인 사회과 교육을 위한 수업 ··················································157
Ⅰ. 협동학습(Cooperative Learning) ·······································158
1. 협동학습의 정의와 특성 ···················································158
2. 협동학습의 유형 ···························································160
Ⅱ. 현장수업(Field Trip) ······················································163
1. 현장수업의 개념 및 성격 ··················································163
2. 현장수업의 수행 ···························································165
Ⅲ. 신문 활용 수업(NIE) ·······················································167
1. 의의 및 효과 ······························································167
2. 신문 활용의 방법과 수업 전개 ············································169
Ⅳ. 문답식 수업(발문수업) ······················································170
1. 문답식 수업의 기본적 이해 ···············································170
2. 발문의 유형과 전략 ·······················································173
Ⅴ. 거꾸로 수업(Flipped Learning) ·········································178
1. 거꾸로 수업의 개념과 원리 ···············································178
2. 거꾸로 수업의 특징과 수업 설계 ··········································179
Ⅵ. 원격협력수업(Remote Collaborative Learning) ·····················186
1. 원격협력수업의 개념과 원리 ··············································186
2. 원격협력수업의 설계 ······················································187

CHAPTER 06 지속적인 사회문제를 위한 사회과 수업 ············································193
Ⅰ. 인간과 환경(Human-Environment)의 상호작용 ······················194
1. 인간과 환경 교육의 의의 ··················································194
2. 인간과 환경 관련 주제의 수업 활동 ······································196
Ⅱ. 법치주의(Rule of Law) 교육 ·············································200
1. 법치주의 교육의 필요성 ···················································200
2. 법치주의 교육의 목표 ·····················································201
3. 법치주의 교육의 대상 ·····················································202
4. 법치주의 교육을 위한 수업 전략 ··········································203
Ⅲ. 양성 평등(Sexual Equality) 교육 ········································208
1. 성적 고정 관념의 변화 ····················································208
2. 양성 평등 교육의 목표 ····················································209
3. 양성 평등 교육의 실제 ····················································210

PART 03 사회과 교육내용의 구성 이론 / 213
CHAPTER 07 사회과 내용 구조화의 원리 ····························································215
Ⅰ. 사회과 내용 구조화 이론 ··················································216
Ⅱ. 사회과 내용 구조 형성의 원리 ············································218
1. 목표 ㆍ 내용 ㆍ 방법의 일관성 원리 ···········································218
2. 사회과에 대한 요구의 수용 원리 ··········································219
3. 논리적 체계와 학습 심리적 특성의 조화 원리 ····························221

CHAPTER 08 사회과 내용구조화의 실제 ······························································223
Ⅰ. 사회과 내용 선정의 논리 ··················································224
1. 사회과 내용 선정을 위한 기준 설정 ······································224
2. 내용 선정을 위한 구체적 원리의 적용 ····································229
Ⅱ. 사회과 내용 조직의 논리 ··················································233
1. 공간인지 발달단계의 적용 원리 ···········································234
2. 시간인지 발달단계의 적용 원리 ···········································237
3. 기타 인지적 발달 단계의 적용 원리 ······································243

CHAPTER 09 사회과 내용의 교실 수업 적용 ························································253
Ⅰ. 사회과 내용의 지역화 및 재구성 ·········································254
1. 지역화 및 재구성의 근거 ··················································254
2. 지역화 및 재구성의 필요성 ···············································255
3. 지역화 및 재구성의 실행 ··················································259
Ⅱ. 교과서(디지털 교과서)의 의미와 기능 ····································263
1. 교과서(디지털 교과서)의 정의 ·············································263
2. 교과서(디지털 교과서)의 기능 ·············································264


PART 04 사회과 교육의 평가 이론과 실제 / 267
CHAPTER 10 사회과 평가 이론 ································································269
Ⅰ. 사회과 평가의 의의 ························································270
1. 거시적 관점의 사회과 평가 ···············································270
2. 미시적 관점의 사회과 평가 ···············································272
Ⅱ. 2015개정 사회과 교육과정 평가 ·········································273
1. 평가의 원칙 ·······························································273
2. 평가의 내용 ·······························································274
3. 평가의 방법 ·······························································274
4. 평가 결과의 활용 ··························································275
Ⅲ. 사회과 평가의 종류 ························································275
1. 평가 수행 형태에 따른 분류 ··············································276
2. 평가 주체에 따른 분류 ····················································277
3. 평가 내용에 따른 분류 ····················································278
4. 평가 시기에 따른 분류 ····················································279
Ⅳ. 사회과 평가의 변화 ························································280

CHAPTER 11 사회과 평가의 실제 ·······································································285
Ⅰ. 사회과 평가의 수행 ························································286
1. 진단평가의 수행 ···························································286
2. 동료평가의 수행 ···························································288
3. 가치 ㆍ 태도 평가의 수행 ···················································290
Ⅱ. 총괄평가를 위한 문항 개발 ···············································292
1. 평가 문항 개발 ····························································293
2. 평가 문항의 제작 ··························································296
3. 평가 문항의 오류 분석 ····················································301
Ⅲ. 과정중심 평가를 위한 문항 개발 사례 ···································305
1. 평가 정보표 ·······························································305
2. 평가 과제 ··································································306
Ⅳ. 사회과 평가의 해결 과제 ··················································309

부록: 초등교사 임용후보자 선정 경쟁시험 문항 분석 ····································· 311
참고문헌 ························································································· 339
찾아보기 ························································································· 344