사회과 교육론 및 지도법
도서명:사회과 교육론 및 지도법
저자/출판사:모경환 , 한춘희 , 허수미/교육과학사
쪽수:300쪽
출판일:2024-08-30
ISBN:9788925419824
목차
머리말 / 3
제1부 사회과교육의 목표와 수업 구성
제1장 사회과교육의 개념과 목표 / 13
1. 사회과교육의 개념 ··············································································13
2. 사회과교육의 목표 ··············································································14
3. 한국의 사회과교육의 발달 과정 ·························································18
제2장 2022 개정 사회과 교육과정 / 29
1. 사회과 교육과정 개발 방향 ································································29
2. 초등학교 「사회」 교육과정 개발의 기본 방향 ···································34
3. 중학교 「사회」 일반사회 영역 교육과정 개발의 기본 방향 ············· 40
4. 중학교 「사회」 지리 영역 교육과정 개발의 기본 방향 ····················45
제3장 사회과 수업의 이해 / 51
1. 좋은 수업의 의미 ················································································51
2. 사회과 좋은 수업의 요건 ···································································55
3. 사회과의 수업모형과 교수기법 ·························································60
제2부 사회과 수업 모형
제1장 개념학습 / 67
1. 개념과 개념학습 ··················································································67
2. 개념의 의미와 종류 ············································································69
3. 개념학습의 교수원리 ···········································································72
4. 교수ㆍ학습 과정 및 적용 사례 ··························································76
제2장 문제해결학습 / 79
1. 의미 ·····································································································79
2. 목표와 교수원리(사고과정으로서의 교수ㆍ학습 과정) ·······················79
3. 교수ㆍ학습 과정 및 유의점 ································································83
4. 교수ㆍ학습 과정 및 적용 사례 ··························································84
제3장 탐구학습 / 89
1. 의미 ·····································································································89
2. 목표와 교수원리(설명과정으로서의 교수ㆍ학습 과정) ·······················94
3. 교수ㆍ학습 과정 및 유의점 ································································96
4. 교수ㆍ학습 과정 및 적용 사례 ························································100
제4장 의사결정학습 / 103
1. 의미 ···································································································103
2. 목표와 교수원리 ················································································104
3. 교수ㆍ학습 과정 및 유의점 ·····························································106
4. 교수ㆍ학습 과정 및 적용 사례 ························································114
제5장 쟁점중심 토론수업(논쟁 문제 수업) / 119
1. 의미 ···································································································119
2. 목표와 교수원리 ················································································121
3. 교수ㆍ학습 과정 및 적용 사례 ························································130
제6장 가치수업 / 137
1절 가치 명료화수업 ··············································································· 139
1. 의미 ···································································································139
2. 수업 절차의 구성과 수업 전략 ························································140
3. 수업 내용 자료 및 활용상의 유의점 ···············································147
4. 교수ㆍ학습 과정 및 적용 사례 ························································149
2절 가치분석 수업 ·················································································· 153
1. 의미 ···································································································153
2. 수업 절차와 방법 ··············································································154
3. 수업 내용 자료 및 활용상의 유의점 ···············································160
4. 교수ㆍ학습 과정 및 적용 사례 ························································162
제3부 사회과 수업 기법과 협동학습
제1장 사회과 수업의 다양한 기법 / 167
1절 강의법 ································································································ 167
1. 의미 ···································································································167
2. 장ㆍ단점 ····························································································168
3. 강의의 핵심 전략 ··············································································169
4. 강의법 지도상의 유의점 ···································································169
2절 토의ㆍ토론 ························································································ 172
1. 의미 ···································································································172
2. 토의ㆍ토론의 전제 조건 ···································································172
3. 사회과에서 토의ㆍ토론이 강조되는 이유 ·········································174
4. 토의ㆍ토론의 교육적 효과 ·······························································175
5. 토의ㆍ토론에서 교사의 역할 ····························································176
6. 교수ㆍ학습 과정 및 적용 사례 ························································178
3절 역할극과 모의학습 ··········································································· 183
1. 역할극 교수ㆍ학습 과정 및 적용 사례 ···········································183
2. 모의학습 과정 및 적용 사례 ····························································187
4절 인물학습 ··························································································· 193
1. 의미 ···································································································193
2. 목적 및 인물 선정의 기준 ·······························································194
3. 인물학습 시 유의할 점 ·····································································195
4. 인물학습의 수업모형 ·········································································196
5. 인물학습 교수ㆍ학습 과정 및 적용 사례 ········································197
5절 NIE(신문활용교육) ·········································································· 202
1. 신문활용교육의 의미 ·········································································202
2. NIE의 다양한 교수ㆍ학습 전략 ·······················································203
3. 유의점 ·······························································································205
4. 신문활용학습 교수ㆍ학습 과정 및 적용 사례 ·································206
6절 최근 활용되는 다양한 수업 기법들 ················································ 211
1. 도식 조직자(Graphic Organizers) ···················································211
2. 의사결정 트리와 의사결정 그리드(Decision Trees and Decision Grids) ··············215
3. 초청 강사(Guest Speakers) ····························································219
제2장 협동학습 / 223
1절 협동학습의 이해 ··············································································· 223
1. 구성주의: 협동학습의 인식론적 기반 ··············································223
2. 협동학습의 역사와 발전 ···································································226
3. 협동학습의 특징과 의의 ···································································228
4. 협동학습의 효과 ················································································229
2절 협동학습의 유형 ·············································································· 238
1. STAD(Student Teams-Achievement Division) ···························239
2. TGT(Teams Games Tournaments) ···············································241
3. Jigsaw ······························································································245
4. 일화를 활용한 의사 결정 모형(Decision-Making Episodes: DME) ······················248
5. Pro-Con모형 ····················································································251
제4부 사회과의 평가
제1장 교육평가의 의미와 유형 / 259
1. 교육평가의 정의 ················································································259
2. 교육평가의 유형 ················································································260
제2장 사회과 평가의 현황과 방향 / 265
1. 사회과 평가의 현황 ··········································································265
2. 사회과 평가의 문제점 ·······································································267
3. 사회과 평가의 방향 ··········································································268
제3장 사회과 평가 영역과 방법 / 273
1. 사회과 평가 영역 ··············································································273
2. 사회과 평가의 방법 ··········································································277
3. 사회과 수행평가 ················································································280
