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왜 지금 국제 바칼로레아(IB)인가
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왜 지금 국제 바칼로레아(IB)인가

  • 에리구치칸도
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  • 교육과학사
  • |
  • 2021-03-02 출간
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  • 248페이지
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  • 준비중
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  • ISBN 9788925415772
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북스크린영상으로 만나보는 한 권의 책 이야기

목차


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
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