미래 학교, 학생이 주도하는 교실
도서명:미래 학교, 학생이 주도하는 교실
저자/출판사:이보람 , 이지민 , 김다영 , 유범래/두드림미디어
쪽수:192쪽
출판일:2023-12-03
ISBN:9791193210284
목차
들어가며 ····················································································· 6
PART 01 학생 생성권
WHY : 왜 학생 생성권인가? ··········································· 17
지금 학교, 이대로 괜찮은가? ·················································· 17
왜 학생 생성권인가? ····························································· 18
WHAT : 학생 생성권이란 무엇인가? ···························· 22
학생 수준 교육과정의 실현을 기대하다 ····································· 22
학생 생성권이 보장되는 교육과정은 어떻게 실현되는가? ··············· 24
HOW : 학생 생성권을 어떻게 보장할 수 있는가? ······· 26
학생 수준 교육과정 마주하기 ·········································· 28
배움의 주인은 누구일까? ······················································· 28
배움의 길이 하나일 수 없다 ···················································· 30
그저 놀고 싶은 아이들 ·························································· 32
학생 수준 교육과정 계획하기 ·········································· 35
나는 어떤 사람인가? ····························································· 35
나는 어떤 역량을 갖추었고, 또 못 갖추었나? ······························ 38
나는 미래 사회에서 어떤 존재여야 하는가? ································ 40
누구와 함께 배울 것인가? ······················································ 42
무엇을, 어떻게, 왜 배우고 싶은가? ·········································· 48
협력적 소통 역량 키우기 ························································ 53
무엇을 성취할 것인가? - 학생이 개발하는 성취기준 ·························· 55
학생, 자기배움 과정을 문서로 체계화하기 ································· 58
교사, 학생의 것을 좀 더 다듬기 ··············································· 60
필요한 물품이나 자료를 확인하고 준비하기 ································ 62
학생 수준 교육과정 실행하기 ·········································· 64
단위 시간의 활동 목표를 명확히 하라 ······································· 64
매 단위 시간의 활동을 성찰하게 하라 ······································· 65
단순히 재미있는 활동만으로 생성하면 어쩌지? ··························· 67
계획은 계획일 뿐, 필요하다면 바꾸어야 한다 ······························ 68
시행착오는 더 깊이 있는 배움을 돕는다 ···································· 71
학생 수준 교육과정 공유하기 ·········································· 75
배움을 축제로 잇다 ······························································ 75
스스로 움직이는 아이들 ························································· 77
무엇을 어떻게 나누고 공유하는가? ·········································· 78
학생 수준 교육과정 성찰하기 ·········································· 85
메타인지와 전이 ·································································· 85
무엇을, 어떻게, 얼마나 잘 배웠는가? ········································ 86
PART 02 학생 주도권
WHY : 왜 학생 주도권인가? ··········································· 95
교수자와 학습자의 역할 변화 ·················································· 95
철저하게 설계한 교수·학습 계획이 주는 오해 ······························ 98
WHAT : 학생 주도권이란 무엇인가? ·························· 101
주체적으로 사고하고 행동하며 성찰할 수 있는 기회를 충분히 주어라 ··· 101
학생 주도권과 관련된 국외 동향 ············································ 104
HOW : 학생 주도권이 보장되는 교실 ·························· 106
STEP. 1 존중하기 ·························································· 109
지시하지 말고 안내하기 ······················································· 109
아이들의 욕구에 공감하기 ···················································· 112
엉뚱함을 사고의 확장 기회로 만들기 ······································ 115
허락 맡는 학급 문화 지우기 ·················································· 120
STEP. 2 연습하기 ·························································· 123
자기 삶을 거울 보게 하기 ····················································· 123
서슴없이 질문하게 하기 ······················································· 126
컴퓨팅 사고력 키우기 ························································· 134
STEP. 3 도전하기 ·························································· 140
덜 가르치고 더 배우게 하기 ·················································· 140
교사의 말수 줄이기 ···························································· 145
바람을 현실로 만들어주기 ···················································· 151
STEP. 4 확장하기 ·························································· 161
학생이 수업 설계에서 중심이 되기 ········································· 161
사회 문제 해결의 주체 되기 ·················································· 169
마치며 ···················································································· 178
