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학교는 교육과정 속에서 인성교육이 다루어져야 하며 크게 교과교육 활동, 창의적 체험 활동, 가정 및 지역사회 연계 활동을 통해 구현되어야 한다. 각 교과에서 수업방법의 일환으로 이루어지는 모둠 활동과 협동학습은 공동체적 인성교육의 중요한 장이다. 공동체적 인성덕목은 다른 사람들과 어울리면서 존중과 배려, 협력을 교환할 때 함양된다. 교과별 모둠 활동 및 협동학습 등을 통해 소통, 배려, 협동 등 민주시민 자질과 공동체 의식을 함양할 수 있으며 독서토론 활동 등은 학생들 간 상호작용을 통해 자신의 생각과 타인의 생각 차이를 통해서 지식과 관용, 협력 등을 함께 발전시킬 수 있는 바람직한 방법이다.

예체능 활동도 인성교육의 중요한 수단이다. 음악, 미술을 통해 협동심과 심미성 등을 기르고 다양한 스포츠 활동을 통해 협동심, 도전정신, 인내 등을 함양할 수 있다. 특히 최근 학교에서 교육과정 내 스포츠클럽 활동이 활성화되면서 인성교육의 훌륭한 수단으로 평가받고 있다. 이 교재에서는 1부에서는 인성교육진흥법 및 2015 개정 교육과정 등 인성교육에 대한 다양한 이해에 대한 내용 등이 다루어지고 있으며, 2, 3부에서는 인성중심 배움수업에 대한 실제 사례들이 제시되고 있어 실제 교육과정 속의 인성교육의 사례를 알려주고 있다.

제2판 머리말 / 3

제1부 인성수업 배움중심 수업
제1장 2015 개정 교육과정 ···························································11
1. 2015 개정 교육과정의 추진 배경 ············································11
2. 2015 개정 교육과정의 기본 방향 ············································14
3. 2015 개정 교육과정의 주요 개정 내용 ······································15

제2장 인성교육과 인성교육진흥법 ··················································21
1. 인성교육 추진 배경 ··························································21
2. 인성교육진흥법 ·······························································24
3. 교과교육을 통한 인성교육 ···················································25

제3장 인성 및 인성교육의 개념 및 범주 ···········································29
1. 인성의 개념 정의 ·····························································29
2. 인성교육의 개념 정의 ························································30
3. 인성의 범주(영역, 덕목, 내용) ···············································31

제4장 인성역량 증진 교수ㆍ학습방법 ··············································35
1. 교과별 반영된 인성요소 ······················································35
2. 인성교육중심 수업 모형 ·····················································41
3. 인성교육중심 교수ㆍ학습방법 ················································42

제5장 배움의 공동체 ··································································59
1. 배움의 공동체 ································································59

제6장 배움이 있는 수업이야기 ······················································73
1. 가르침과 배움은 다르다. ·····················································73
2. 아이들에게 배움이 언제 가장 잘 일어날까? ································75
3. 학습자 중심 수업에 대하여 ··················································84
4. 배움이 있는 수업을 위한 준비-핵심역량 기반 주제 중심 통합 교육과정··· 86
5. 배움이 있는 수업이야기 하나-6학년 사회 수업 ····························88
6. 배움이 있는 수업이야기 둘-2학년 수학 수업 ·······························89
7. 배움이 있는 수업이야기 셋-6학년 통합 수업 ·······························91
8. 글을 마무리하며 ·····························································92
9. ‘선생님이 달라졌어요’에서 본 선생님들의 성장과정 ························93

제7장 외국의 인성교육 사례 ·························································97
1. ‘시민교육’ 차원에서 조화로운 삶을 지향하는 미국의 인성교육 ·············97
2. ‘행복교육을 추구하는 독일, 인성을 배우다’ 독일의 인성교육 ·············102
3. ‘학교에서 자연스레 인성을 배우는’ 핀란드의 인성교육 ····················106
4. ‘다양성을 갖춘 프로그램 속에서 인성을 배우다’ 프랑스의 인성교육 ······108

제2부 인성수업 배움중심 수업의 실제
제8장 인성수업 배움중심 수업 교수ㆍ학습과정안 ·······························113
1. 배움중심 수업 개요 ·························································116
2. 배움 지원을 위한 노력 ·····················································117
3. 배움중심 수업 디자인 ·······················································118

제9장 인성수업 배움중심 수업 동아리 자료 ·····································149
1. 인성수업 배움중심 교수ㆍ학습과정안(1학년 국어과) ·······················149
2. 인성수업 배움중심 교수ㆍ학습과정안(2학년 국어과) ·······················155
3. 인성수업 배움중심 교수ㆍ학습과정안(3학년 수학과) ······················164
4. 인성수업 배움중심 교수ㆍ학습과정안(3학년 도덕과) ······················169
5. 인성수업 배움중심 교수ㆍ학습과정안(4학년 사회과) ······················174
6. 인성수업 배움중심 교수ㆍ학습과정안(4학년 영어과) ······················182
7. 인성수업 배움중심 교수ㆍ학습과정안(4학년 과학과) ·······················187
8. 인성수업 배움중심 교수ㆍ학습과정안(4학년 영어과) ······················193
9. 인성수업 배움중심 교수ㆍ학습과정안(5학년 사회과) ······················197
10. 인성수업 배움중심 교수ㆍ학습과정안(5학년 체육과) ·····················206
11. 인성수업 배움중심 교수ㆍ학습과정안(6학년 사회과) ······················211
12. 인성수업 배움중심 교수ㆍ학습과정안(6학년 체육과) ·····················217
13. 인성수업 배움중심 교수ㆍ학습과정안(특수학급) ··························222

제3부 가르침보다 배움이 있는 나의 수업이야기
제10장 미래지향적 인성을 기르기 위한 배움중심수업 방안 ····················229
1. 프롤로그 ·····································································229
2. 준비하며 ·····································································230
3. 수업의 실제 ·································································234
4. 에필로그 ····································································246

제11장 그림책 읽기로 나, 너, 우리 함께 성장하기 ······························249
1. 모두가 함께 하는 수업을 위해 ··············································249
2. 함께 성장하기 위해 하나씩 맞춰 가기 ·····································250
3. 그림책 읽기로 함께 성장하는 수업 지도안 활용 ···························256
4. 모두 함께 더 멀리 나아가기 ···············································260

제12장 인포그래픽기반 역사포럼으로 역사적 사고력 기르기 ···················263
1. 프롤로그 ·····································································263
2. 수업의 출발선 ·······························································265
3. 수업의 한 가운데 ···························································269
4. 에필로그 ····································································278

제13장 PBL수업으로 도덕적 판단력 키우기 ······································297
1. PBL로 나만의 내비게이션 구성하기 ········································297
2. PBL로 step by step 길찾기 ···············································300
3. PBL로 내 삶의 주인되기 ···················································305
4. 에필로그 ····································································321

제14장 플립러닝(Flipped Learning)기반의 주제 중심 탐구학습을 통한 역사적 사고력 신장 ·························································323
1. 프롤로그 ·····································································323
2. 수업의 한 가운데 ···························································329
3. 에필로그 ····································································348

제15장 글로벌 Accompany 프로그램 구안 적용을 통한 세계시민성 함양하기 ·············349
1. 희망의 날개를 준비하며 ·····················································349
2. 날갯짓을 힘차게 ····························································353
3. 꿈을 향해 끊임없이 날기를 바라며 ·········································373

참고문헌 / 375