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사회과교육의 이해 (제4판)
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사회과교육의 이해 (제4판)

  • 박상준
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  • 교육과학사
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  • 2023-03-15 출간
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  • 404페이지
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  • 182 X 257mm
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  • ISBN 9788925417660
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목차

머리말 / 3

제1장 사회과의 개념 / 9
1. 사회과의 역사 ··································································································9
2. 사회과의 개념 정의 ·······················································································18
3. 사회과와 사회과학의 관계 ············································································20

제2장 사회과의 발전 과정 / 25
1. 미국 사회과의 발전 과정 ··············································································25
2. 한국 사회과의 발전 과정 ··············································································44

제3장 사회과의 목표 / 63
1. 사회과의 목표: 시민의 역량 육성 ································································63
2. 사회과의 목표 분류 ·······················································································67
3. 우리나라 사회과의 목표 ················································································72

제4장 사회 변동과 사회과교육의 변화 / 75
1. 세계화와 지역화 시대: 다중 시민성의 교육 ················································75
2. 4차 산업혁명과 미래 사회의 변화: 지식에서 핵심 역량으로 ·····················79
3. 민주 사회의 위기와 시민교육의 강화: 인성 교육, 민주시민교육 ···············88

제5장 사회과의 분과 영역 / 95
1. 지리 교육 ······································································································95
2. 역사 교육 ······································································································99
3. 정치 교육 ····································································································103
4. 법 교육 ········································································································107
5. 경제 교육 ····································································································110
6. 사회･문화 교육 ···························································································113

제6장 사회과의 이론적 접근 / 117
1. 사회과의 전통과 이론적 관점 ····································································117
2. 시민성 전달 모형 ························································································124
3. 사회과학 모형 ·····························································································130
4. 반성적 탐구 모형 ························································································136

제7장 사회과 교육과정의 조직 원리와 조직 유형 / 145
1. 환경 확대법 ·································································································146
2. 개념 중심 나선형 교육과정 ········································································149
3. 통합적 접근법 ·····························································································155
4. 교육과정의 지역화 ······················································································166
5. 사회과 교육과정의 조직 유형 ····································································168
6. 2022 개정 사회과 교육과정의 특징 ·························································175

제8장 미래 교육과 사회과교육 패러다임의 전환 / 197
1. 미래 교육과 미래 시민 역량 ······································································198
2. 교사 중심 교육 패러다임 ···········································································201
3. 학생 중심 교육 패러다임 ···········································································205

제9장 사회과에서 지식의 교육 / 211
1. 사회과의 목표로서 지식의 이해 ·································································212
2. 사실 학습 ····································································································212
3. 개념 학습 ····································································································214
4. 일반화 학습 ·································································································223
5. 협동 학습 ····································································································226

제10장 사회과에서 사고 기능의 교육 / 235
1. 사회과의 목표로서 고차적 사고력의 발달 ·················································235
2. 고차적 사고력의 의미와 유형 ····································································238
3. 탐구 학습 ····································································································247
4. 문제 해결 학습 ···························································································249
5. 의사 결정 수업 ···························································································253
6. 논쟁 문제 수업 ···························································································257
7. 비판적 사고력 교육 ····················································································263
8. 창의적 사고력 교육 ····················································································265

제11장 사회과에서 가치의 교육 / 269
1. 사회과의 목표로서 가치 교육의 발달 ························································269
2. 가치 주입 ····································································································273
3. 가치 명료화 ·································································································276
4. 가치 분석 ····································································································280
5. 가치 탐구 ····································································································283
6. 도덕적 추론 ·································································································286

제12장 사회과에서 행위의 교육 / 291
1. 사회과의 목표로서 행위의 교육 ·································································291
2. 현장 학습 ····································································································292
3. 체험 학습 ····································································································296
4. 시민 행동 교육 ···························································································301

제13장 사회과의 평가 / 305
1. 사회과의 평가 방법 ····················································································305
2. 사회과의 평가 방식의 전환 ········································································315
3. 사회과의 수행평가 ······················································································318

제14장 사회과 교사의 역할과 전문성 / 327
1. 사회과 교사의 역할 ····················································································327
2. 사회과 교사의 전문성 ·················································································332
3. 수업 비평과 수업 성찰 ···············································································339

제15장 사회과의 과제와 통합적 교육 / 343
1. 민주 시민 교육 ···························································································343
2. 다문화 교육 ·································································································349
3. 인권 교육 ····································································································355
4. 미디어 교육 ·································································································362
5. 인성 교육 ····································································································367

참고문헌 ············································································································375
찾아보기 ············································································································384

▶ 부록: 임용시험 문제 분석 및 해설 / 386
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