[3판] 사회과교육의 성격과 구조 > 교육학
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제1장 학교교육과 사회과의 본질 ·······································11
교육의 개념 ······················································11
교과의 의미와 사회과 ·············································13
사회인식교과로서의 사회과 ········································14
본질교과로서의 사회과 ············································20제2장 역사적 시각에서 본 사회과의 의미 ·····························23
근대교과로서의 사회과 ············································23
전통적인 사회인식교육 ············································25
성립기 사회과 ····················································29
신사회과 ··························································31제3장 사회과의 유형화 ·················································37
사회과 유형화의 의의 ·············································37
올리버의 유형화 ··················································39
바, 바스, 셔미스의 유형화 ········································42
이토 료조의 유형화 ···············································44
비교 논의 ·························································48제4장 사회과 목표론 ···················································51
사회과의 목적: 시민성의 실현 ·····································51
사회과의 목표: 기본 범주 ·········································54
사회과 목표의 실제 ···············································56제5장 사회과 내용론(Ⅰ): 교육과정 유형 ······························63
1. 경험중심 사회과 교육과정론 ······································64
사회적 효율성과 사회과 ···········································64
범위론Ⅰ: 사회기능법 ·············································66
범위론Ⅱ: 사회문제법 ·············································68
계열론: 환경확대법 ···············································70
환경확대법을 둘러싼 논쟁 ········································72
2. 학문중심 사회과 교육과정론 ······································74
학문중심 교육과정 운동의 발흥 ···································74
범위론: 사회과학의 구조 ··········································76
계열론: 나선형 교육과정 ··········································80제6장 사회과 내용론(Ⅱ): 한국 사회과 교육과정의 성립과 전개 ·····85
교수요목기(1945-1953) ···········································86
제1차 교육과정기(1955-1962) ····································88
제2차 교육과정기(1963-1973) ····································92
제3차 교육과정기(1973-1981) ····································95
제4차 교육과정기(1981-1987) ····································97
제5차 교육과정기(1987-1992) ···································101
제6차 교육과정기(1992-1997) ···································103
제7차 교육과정기(1997-2007) ···································108
2007개정 교육과정(2007-2009) 및 2009개정 교육과정(2011~2015) ·· 112
2015교육과정(2015년∼ ) ·······································116제7장 사회과 내용론(Ⅲ): 외국의 교육과정 사례 ·····················123
캘리포니아주 교육과정 ···········································124
NCSS 교육과정 표준안 ··········································133제8장 사회과 방법론 ··················································139
교수방법, 교수기법 그리고 교수전략 ·····························139
수업계획의 구조와 사례 ··········································142제9장 사회과의 교수모형(Ⅰ): 문제해결학습 ··························153
경험중심 사회과와 문제해결학습 ·································153
반성적 사고와 문제해결 ··········································154
단원학습과 문제해결학습의 모형화 ·······························156
문제해결학습의 실제 ·············································158
제10장 사회과의 교수모형(Ⅱ): 과학적 탐구학습 ·····················163
학문중심 사회과와 탐구학습 ·····································163
탐구학습의 다양체 ···············································165
탐구학습의 모형화 ···············································167
탐구학습의 실제 ·················································170제11장 사회과의 교수모형(Ⅲ): 의사결정학습 ·························177
의사결정학습의 교수론적 배경과 의의 ····························177
의사결정학습의 모형화 ···········································180
의사결정학습의 실제 ·············································184
의사결정학습의 과제 ·············································188제12장 사회과 교재론 ·················································193
교육내용의 표상과 교재 ··········································193
단원의 전개와 구성 요소 ········································195
사회과의 성격과 교과서관 ·······································199
사회과 교과서 접근의 실제 ······································202제13장 사회과 평가론 ·················································213
사회과 평가의 본질 ··············································213
사회과 평가의 타당도와 참평가 ··································215
사회과 수행평가와 루브릭의 실제 ································217
사회과학 탐구의 평가 ············································221
비판적 사고력의 평가 ············································222제14장 사회과 교사론 ·················································229
사회과 교사의 전문성 ············································229
교수내용지식 ····················································233
수업 딜레마와 반성적 실천가 ····································236
PDS와 수업 컨설팅 ··············································239
수업비평 ·························································241전체참고문헌 ····················································245
찾아보기 ·························································256저자소개
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현) 서울교육대학교 사회과교육과 교수
<주요 저ㆍ역서>
학교 다문화교육론(공저, 2018, 사회평론아카데미)
글로벌 교육의 내용과 방법(2016, 학지사)
글로벌시대의 지역교육론(2013, 한국학술정보)
사회과 교수·학습론(공역, 2001, 교육과학사)상품 정보 고시
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