추가 적립 안내

IB의 정수는 「탐구하는 마음」에 있다. 대학입학시험에 크게 영향을 받는 일본 학교교육의 문제를 교육 본질에 근거한 현장의 관점을 가지고 「국제 바칼로레아」를 통해 통렬하게 비판한 명저!
본 저서는 최근에 각광을 받고 있는 국제 바칼로레아 교육에 대해서 일본의 사정을 진솔하게 소개하고 있는 재미있는 내용을 담고 있다. 국내에서 IB프로그램 도입과 관련해서는 수년 전부터 많은 논의가 진행되어 왔다. 거시적으로 보면 IB가 추구하는 교육철학이나 방향은 매우 타당한 것으로 평가받고 있다. IB 교육의 목적(Mission Statement)이나 학습자상만을 봐도 기존 교육과는 다른 가치를 전제하고 있다. 특히 미시적으로는 수업방법이나 평가방법에서 탐구중심 수업이나 질 높은 개념 기반의 학습을 추구하고 있다. 사회적으로 논란이 모두 사라진 것은 아니지만 최소한 교육 혁신의 한 방안을 고민해 볼 수 있는 중요한 계기로 작용하는 것만은 분명해 보인다. 한국의 국가 교육과정 틀 안에서도 IB 교육은 가능하며, 지도적으로 전혀 문제가 안 된다. 오히려 국가 교육과정을 더욱 풍부하게 실행할 수 있는 기름진 토양을 제공해준다. 그리고 수능 방식과 대학입시 문제 해결에 중요한 마중물 역할을 할 수 있어 이 분야에 대한 미래가 크게 기대된다.

추천사 ·····································································6
역자 서문 ································································17
원저자 소개 ······························································21
한국어판 서문 ···························································22
서문 ······································································26

제1장 주입식 교육은 이제 그만두자 ····································37
1. 궁지에 몰린 교육 ····················································39
2. 지나치게 완벽한 학습지도요령(국가 교육과정) ·····················42
3. 개성이란 무엇인가 ···················································45
4. 세계시민이라는 사고방식 ············································50
5. 교육이라는 말의 의미 ···············································54

제2장 IB 교육의 현장 ·······················································57
1. 교사는 수업에서 촉진자(facilitator) 역할 ···························59
2. 학생의 발언은 무엇이든 OK이고 Good Job! ······················62
3. 괴상한 영어교육 ·····················································64
4. 정답 찾기가 아닌 수업 ··············································69
5. 정상에 오르는 길은 하나가 아니다 ·································73
6. 지식은 주입하는 것이 아니라 사용하는 것이다 ····················75
7. 일본 학교에서 우수생이라는 의미 ··································78

제3장 IB와 사회와 기업 ····················································83
1. 영어 콤플렉스를 없애라 ·············································85
2. 아훔(阿?)의 호흡을 설명할 수 있나요? ···························88
3. 기업이 필요로 하는 새로운 유형의 인재 ···························90
4. 수업 출석률이 좋은 최고의 대학생 ·································94
5. 크리에이티브(creative)가 의미하는 것은? ··························97

제4장 삶을 살아가는 힘 ···················································103
1. 국가가 제시하는 ‘살아가는 힘’에 대한 정의(定義) ···············105
2. 학교교육이 유일한 것은 아니다 ···································111
3. 수험 트라우마 ······················································113
4. 커뮤니케이션 영어란 무엇인가 ····································116
5. 학교는 삶의 방식을 가르치는 장이 되어야 한다 ·················120
6. IB의 이상적인 학급당 인원수 ·····································124
7. 「총합적 학습의 시간」이 지향하는 바 ·····························128

제5장 IB 교육과정과 실천 ················································133
1. IB에 대한 기대와 불안 ·············································135
2. 대학입시제도에 문제를 걸다 ·······································141
3. IB 도입의 인증 ·····················································144
4. 교사양성의 문제 ····················································147
5. 자유롭게 수업을 진행해도 괜찮아 ·································149

제6장 안녕, 수험생 시대여 ···············································153
1. 우리가 겪은 수험생 시대 ··········································155
2. 도쿄대학교라는 장(場) ·············································160
3. 도쿄대학교를 높게 평가하지 않는 사람들 ························165
4. 수험공부로는 자아 존중감(self-esteem)이 길러지지 않는다 ····168
5. 삶의 질 ······························································171

저자 후기 ·······························································174
역자 후기 ·······························································178
참고문헌 ································································182
역자주 출처 ····························································188
그림 출처 ·······························································191
부록 ·····································································193