[제2판] 사회과교육의 이해 > 교육학

2007년 이후 사회과 교육과정이 여러 차례 개정되었고, 2015년 9월 ‘핵심역량’ 중심으로 교육과정이 다시 개정되었다. 또한 최근 교사의 가르침이 중심이 되었던 전통적 수업 패러다임을 뒤집어 학생의 배움이 중심이 되는 거꾸로 교실 또는 거꾸로 학습 패러다임으로 전환하는 운동이 일어나고 있다.
이러한 사회과 교육과정의 변화와 최근 새롭게 전개되는 수업 패러다임의 전환 등을 반영하여 책을 개정하였다. 이 책은 교육대학이나 대학원에서 ｢사회과교육이론｣에 입문하는 학생들에게 사회과의 주요 내용을 체계적으로 소개하는 개론서로 기획되었다. 이 책은 사회과의 개념과 역사, 목표, 교육과정, 교수 방법, 평가뿐만 아니라 사회과의 분과 영역‐지리교육, 역사교육, 정치교육, 경제교육, 법교육‐, 사회과 수업 패러다임의 전환, 수업 비평과 수업 분석, 통합적 주제 학습 등에 대하여 소개하였다.

목차

머리말 / 3

제1장 사회과의 개념과 역사 / 7
1. 사회과의 개념과 발전 과정······················································································ 7
2. 사회과와 사회과학의 관계······················································································ 16
3. 한국 사회과의 역사································································································ 20

제2장 사회과의 목표 / 33
1. 사회과의 목표: 시민성의 육성················································································ 33
2. 사회과의 목표 분류································································································ 44

제3장 사회과 수업 패러다임의 전환: 거꾸로 학습 / 53
1. 사회과 수업 패러다임의 전환················································································· 53
2. 거꾸로 교실(Flipped Classroom) ········································································· 64
3. 거꾸로 학습(Flipped Learning) ··········································································· 69

제4장 사회과의 분과 영역 / 83
1. 지리교육·················································································································· 83
2. 역사교육·················································································································· 87
3. 정치교육·················································································································· 91
4. 법교육····················································································································· 94
5. 경제교육·················································································································· 97
6. 사회‧문화교육········································································································ 100

제5장 사회과의 이론적 접근 / 105
1. 사회과에 대한 이론적 접근··················································································· 105
2. 시민성 전달 모형··································································································· 111
3. 사회과학 모형········································································································ 117
4. 반성적 탐구 모형·································································································· 123

제6장 사회과의 교육과정 / 131
1. 학제적 접근············································································································ 131
2. 사회과 교육과정의 조직 원리··············································································· 134
3. 개정 사회과 교육과정의 특징·············································································· 150

제7장 사회과에서 지식의 교육 / 165
1. 사회과의 목표로서 지식의 이해············································································ 165
2. 사실 학습··············································································································· 166
3. 개념 학습·············································································································· 168
4. 일반화 학습··········································································································· 176

제8장 사회과에서 사고력의 교육 / 181
1. 사회과의 목표로서 고차적 사고력의 발달···························································· 181
2. 고차적 사고력의 의미와 유형·············································································· 183
3. 탐구 수업··············································································································· 191
4. 문제 해결 학습······································································································ 194
5. 의사 결정 수업······································································································ 198
6. 논쟁 문제 수업····································································································· 203
7. 비판적 사고력 교육······························································································ 208
8. 창의적 사고력 교육······························································································ 210

제9장 사회과에서 가치의 교육 / 213
1. 사회과의 목표로서 가치의 교육············································································ 213
2. 가치 주입법: 교화································································································· 215
3. 가치 명료화 모형·································································································· 217
4. 가치 분석 모형······································································································ 219

제10장 사회과에서 행위의 교육 / 223
1. 사회과의 목표로서 행위의 교육··········································································· 223
2. 현장학습················································································································ 224
3. 체험학습 ·············································································································· 228

제11장 사회과의 평가 / 237
1. 사회과와 평가방식의 전환···················································································· 237
2. 사회과의 수행평가································································································ 241

제12장 사회과 교사의 전문성과 수업 분석 / 245
1. 사회과 교사의 역할······························································································· 245
2. 사회과 교사의 전문성·························································································· 249
3. 수업 비평과 수업 분석의 방법············································································ 253

제13장 사회과의 과제와 통합적 학습 주제 / 261
1. 민주시민교육·········································································································· 261
2. 다문화교육············································································································ 268
3. 인권교육················································································································ 276
4. 미디어교육············································································································ 286
5. 인성 교육·············································································································· 293

참고문헌 / 302
찾아보기 / 313
부 록 / 315

저자소개

박 상 준
서울대학교 대학원 사회교육과를 졸업하고, 2004년 이후 전주교육대학교 사회교육과에서 가르치고 있다. 교사의 비전과 전문성을 겸비한 ‘좋은 교사를 양성하는 운동’과 ‘정의로운 학교’를 만들기 위해 교육 운동과 시민단체 활동에 참여하고 있다.
주요 저서와 논문:
저서: ｢비판적 사고와 문답식 수업｣(2006)
｢다문화사회와 다문화교육｣(공저, 2010)
｢사회과교육의 이론과 실제｣(2011)
｢사회과 교재연구 및 교수법」(2014)
논문: “행위성향 중심의 시민교육”(2002 박사논문)
“다문화사회에서 법교육의 방향 연구”(2009)
“인권판단력의 발달에 관한 연구”(2010)
“다문화 시민성의 육성을 위한 다문화교육의 방안”(2012)
“헌법교육의 내용 구성 방안”(2013),
“거꾸로 교실 모형의 개발과 적용 사례의 연구”(2015) 등이 있음.

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