추가 적립 안내

본서는 법무부장관이 인정하는 ‘사회통합 프로그램 다문화사회 전문가’ 양성에 필요한 학위 과정(법무부훈령 제1186호)의 필수과목 중의 하나인 ‘다문화사회 교수방법론’의 교재로 개발되었다. 우리나라는 문화체육관광부, 보건복지부, 여성가족부, 법무부, 교육부 등 부처별 다문화 전문가(강사)를 양성하고 있다.

ㆍ 머리말 / 3

제1장 다문화 교수ㆍ학습의 기초 ·················································11
1. 다문화의 개념 ······························································11
2. 다문화교육의 개념 ··························································13
3. 한국의 다문화와 다문화교육 ···············································15
4. 다문화 교수방법의 방향 ···················································22

제2장 수업의 전개와 수업목표 ····················································39
1. 교수ㆍ학습의 전개 ·························································39
2. 수업목표의 진술 ····························································45
3. 교수ㆍ학습 지도안 ·························································54

제3장 학습동기 ·······································································61
1. 동기와 학습동기 ····························································61
2. Keller의 12가지 학습동기 ·················································69
3. Chapman과 Vagle의 25가지 학습동기 ··································77

제4장 설명식 수업과 문답식 수업 ···············································95
1. 설명식 수업 ·································································95
2. 문답식 수업 ·······························································108

제5장 개별화 수업 ·································································123
1. 개별화 수업의 개념과 특징 ··············································123
2. 개별화 수업에서 고려할 개인차 ··········································129
3. 개별화 수업의 종류와 응용 ··············································137

제6장 토의ㆍ토론 수업 ····························································153
1. 토의ㆍ토론 수업의 기초 ··················································153
2. 토의ㆍ토론 수업의 준비 ··················································158
3. 토의ㆍ토론 수업의 종류 ··················································165

제7장 탐구 수업과 프로젝트 수업 ··············································175
1. 탐구 수업 ··································································175
2. 프로젝트 수업 ·····························································182

제8장 협동학습 ·····································································203
1. 학습목표구조와 다문화 수업 ·············································203
2. 협동학습방법의 특징 ······················································210
3. 협동학습의 종류 ···························································214

제9장 미디어 활용 수업 ··························································225
1. 미디어 활용 수업의 목적과 특징 ········································225
2. 미디어 활용 수업 모형 ···················································231

제10장 문화예술 활용 수업 ························································243
1. 문화예술교육의 개념 및 배경 ············································243
2. 문화예술 활용 다문화교육 ················································250

제11장 다중지능 수업 ·······························································269
1. 다중지능 이론의 개념과 배경 ············································269
2. 다중지능 수업의 특징 ····················································276
3. 다중지능 수업과 다문화교육 ·············································280

제12장 스토리텔링과 극화 수업 ··················································291
1. 스토리텔링 수업 ···························································291
2. 스토리텔링 수업방법 ······················································296
3. 극화(劇？) 수업 ···························································303

제13장 평가 ···········································································313
1. 평가의 기초 ·······························································313
2. 평가의 실제 ·······························································321
3. 평가문항 제작의 원리 ····················································331