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사회과 교재연구 및 교수법 (4판)
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사회과 교재연구 및 교수법 (4판)

  • 박상준
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  • 교육과학사
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  • 2023-08-30 출간
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  • 382페이지
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  • 189 X 257 X 22mm / 929g
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  • ISBN 9788925418186
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머리말 / 3

제1부 사회과의 수업 설계와 교재 연구

제1장 미래 교육과 사회과 패러다임의 전환 / 13
1. 미래 사회와 미래 교육 ·······································································13
2. 미래 교육과 미래 시민 역량 ······························································16
3. 시민 역량 교육과 사회과 패러다임의 전환 ·······································22

제2장 사회과의 좋은 수업과 수업 설계 / 28
1. 사회과에서 좋은 수업의 의미 ····························································29
2. 사회과에서 좋은 수업의 기준과 요소 ················································31
3. 좋은 수업을 위한 수업 설계의 방법 ·················································35

제3장 사회과의 수업 설계와 교재 연구 / 41
1. 사회과 교육과정의 이해 ·····································································42
2. 사회과의 수업 설계 모형 ···································································52
3. 사회과의 교재 연구 모형 ···································································58

제2부 사회과의 교수ㆍ학습 방법

제4장 블렌디드 러닝 / 73
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································73
2. 블렌디드 러닝의 유형 ·········································································77
3. 스테이션 순환 학습의 방법 ································································79
4. 거꾸로 교실의 방법 ············································································84
5. 블렌디드 러닝의 효과 ·········································································90

제5장 강의식 수업 / 93
1. 강의식 수업의 의미와 목표 ································································94
2. 강의식 수업의 특징 ············································································95
3. 강의식 수업의 유형과 방법 ································································96
4. 강의식 수업의 장점과 단점 ································································99

제6장 개념 학습과 일반화 학습 / 101
1. 개념 학습의 의미와 목표 ·································································102
2. 속성 모형 ··························································································110
3. 원형 모형 ··························································································114
4. 상황 모형 ··························································································118
5. 개념 학습의 효과와 전략 ·································································121
6. 일반화 학습 ······················································································123

제7장 문답식 수업과 질문법 / 127
1. 문답식 수업의 의미와 목표 ······························································128
2. 문답식 수업의 장점과 단점 ······························································130
3. 질문의 유형과 질문법 ·······································································133
4. 문답식 수업의 방법 ··········································································142
5. 문답식 수업의 적용 ··········································································147
6. 문답식 수업의 한계 ··········································································149

제8장 탐구 학습 / 150
1. 탐구 학습의 의미와 목표 ·································································150
2. 탐구 학습의 방법 ··············································································152
3. 탐구 학습의 적용 ··············································································153
4. 탐구 학습의 전략 ··············································································161

제9장 문제 해결 학습 / 163
1. ‘문제’의 성격과 종류 ········································································164
2. 문제 해결 학습의 의미와 목표 ························································166
3. 문제 해결 학습의 방법 ·····································································168
4. 문제 해결 학습의 적용 ·····································································172

제10장 의사 결정 학습 / 174
1. 의사 결정 학습의 의미와 목표 ························································175
2. 개인적 의사 결정 학습의 방법 ························································180
3. 집단적 의사 결정 학습의 방법 ························································185
4. 의사 결정 학습의 한계 ·····································································188

제11장 논쟁 문제 학습 / 190
1. 논쟁 문제 학습의 의미와 목표 ························································190
2. 논쟁 문제 학습의 방법 ·····································································193
3. 논쟁 문제 학습의 적용 ·····································································196
4. 논쟁 문제 학습에서 교사의 역할 ·····················································203
5. 논쟁 문제 학습의 한계 ·····································································207
6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············ 208

제12장 토론 학습 / 211
1. 토의와 토론의 의미 ··········································································212
2. 토론 학습의 목표와 효과 ·································································214
3. 토론 학습의 유형 ··············································································217
4. 토론 학습의 방법 ··············································································218
5. 토론 학습의 규칙과 교사의 역할 ·····················································225
6. 토론 학습과 논쟁 문제 학습의 비교 ···············································227

제13장 협동 학습 / 229
1. 협동 학습의 등장 배경 ·····································································229
2. 협동 학습의 목표와 필요조건 ··························································231
3. 과제 분담 학습 모형(Jigsaw) ··························································237
4. 집단 성취 분담 모형(STAD) ····························································244
5. 집단 탐구 모형(Group Investigation) ·············································247
6. 찬반 논쟁 협동 학습 모형(PCCL) ···················································250

제14장 가치 수업 / 255
1. 가치 수업의 의미와 목표 ·································································256
2. 가치 주입의 방법과 적용 ·································································258
3. 가치 명료화의 방법과 적용 ······························································262
4. 가치 분석의 방법과 적용 ·································································266
5. 가치 탐구의 방법과 적용 ·································································272
6. 도덕적 추론의 방법과 적용 ······························································278

제15장 프로젝트 학습 / 283
1. 프로젝트 학습의 의미와 목표 ··························································283
2. 프로젝트 학습의 방법 ·······································································286
3. 프로젝트 학습의 적용 ·······································································288

제16장 현장 학습과 체험 학습 / 296
1. 현장 학습의 의미와 목표 ·································································297
2. 현장 학습의 유형과 방법 ·································································299
3. 체험 학습의 의미와 목표 ·································································301
4. 체험 학습의 유형과 방법 ·································································305
5. 체험 학습의 모형 ··············································································307
6. 체험 학습 프로그램의 적용 ······························································314

제17장 지역 학습 / 319
1. 지역 학습의 의미와 목표 ·································································320
2. 지역 학습의 내용 ··············································································321
3. 지역 학습의 방법 ··············································································323
4. 지역 학습의 한계 ··············································································324

제18장 지도 학습 / 326
1. 지도 학습의 의미와 목표 ·································································327
2. 지도 학습의 내용 ··············································································328
3. 지도 학습의 방법 ··············································································333
4. 지도 학습의 한계 ··············································································336

제19장 이야기식 수업 / 337
1. 내러티브로서 역사 ············································································338
2. 이야기식 수업의 의미와 목표 ··························································339
3. 이야기식 수업의 방법 ·······································································342
4. 이야기식 수업의 효과와 한계 ··························································343

제20장 사료 학습 / 345
1. 사료의 의미와 성격 ··········································································346
2. 사료 학습의 의미와 목표 ·································································347
3. 사료 학습의 방법 ··············································································348
4. 사료 학습의 효과 ··············································································352

참고문헌 / 354

부록 / 363
1. 사회과 수업 분석표 ··········································································365
2. 임용시험 문제 분석 및 해설 ····························································366
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