바로 써먹는 수업 기술 > 교육학

이 책에서는 거꾸로교실 수업, 하브루타 수업, 비주얼 씽킹 수업, 프로젝트 수업, 토론, 협상 수업, 융합수업, 원격수업, 즉 학생활동형 수업을 중심으로 논의하고 있다. 학생활동형 수업은 구성주의 학습이론과 많은 부분 연관성을 지니고 있어 구성주의 학습이론에 포괄된 개념으로 보아도 무관하다. 지식은 학생 자신의 내적인 인지 작용으로 생성된다는 가정에 기초하여 학생의 자기주도 학습과 모둠별 학습을 통해 지식 체계를 형성하는 이론이라는 점에서 그러하다. 학생활동형 수업은 구성주의 학습이론을 통해 교수⋅학습방법의 개선과 실천 방향을 모색할 수 있다. 구성주의 이론에 토대를 둔 학생활동형 수업에서 학생들은 문제 해결 과정을 통해 비판적, 창의적 사고를 하게 된다. 아울러 자기주도적으로 새로운 가치를 창조할 수 있는 능력을 길러, 배려와 나눔 및 소통과 배움의 공동체를 실천한다는 점에서 구성주의와 학생활동형 수업이 추구하는 가치가 맞닿아 있다.

목차

프롤로그 / 왜 수업 기술이 필요한가 ·························································································2
제1장. 배움과 성장이 있는 거꾸로교실 수업 ·····································································11
1. 거꾸로교실 수업이란 무엇인가 ··················································································13
2. 거꾸로교실 수업의 교실 적용 ····················································································17
1) 거꾸로교실 수업을 위한 선행 작업 ····································································17
2) 거꾸로교실 수업의 적용 ························································································19
3. 거꾸로교실 수업의 교실 적용 실제 ··········································································22
1) 디딤 영상 제공 ·······································································································24
2) 디딤 영상 시청 ·······································································································25
3) 모둠별 학습 ·············································································································26
4) 모둠별 발표 ·············································································································27
5) 정리 ···························································································································28
6) 평가 ···························································································································28
4. 거꾸로교실 수업 Q&A ································································································31
제2장. 질문과 소통이 있는 하브루타 수업 ··········································································35
1. 하브루타 수업이란 무엇인가 ······················································································37
2. 하브루타 수업의 교실 적용 ························································································40
1) 하브루타 수업의 기본 원리 ·················································································40
2) 질문은 어떻게 만드는가 ························································································44
3. 하브루타 수업의 교실 적용 실제 ··············································································49
1) 논쟁 중심 하브루타 수업 ·····················································································49
2) 비교 중심 하브루타 수업 ·····················································································51
3) 친구 가르치기 하브루타 수업 ··············································································53
4) 문제 만들기 하브루타 수업 모형 ·······································································55
4. 하브루타 수업 Q&A ····································································································58
제3장. 누구나 할 수 있는 비주얼 씽킹 수업 ·····································································61
1. 비주얼 씽킹이란 무엇인가? ························································································63
2. 비주얼 씽킹 수업의 교실 적용 방안 ········································································65
1) 쉽게 접근하기 ·········································································································65
2) 교실 적용 방안 ·······································································································66
3) 쉽게 접근할 수 있는 자료 ···················································································68
3. 비주얼 씽킹 수업의 교실 적용 실제 ········································································84
1) 수업 설계 ·················································································································84
2) 수업 절차 ·················································································································85
3) 수업 과정안 ·············································································································85
4) 생각 펼치기 만다라트 ···························································································87
5) 비주얼 씽킹 표현 작품 ·························································································88
6) 디자인하기 수업 과정-4절 캔트지 ·····································································89
7) 완성 작품 ·················································································································90
8) 교사 자기성찰 모둠 평가지 ·················································································91
9) 비주얼 씽킹 적용 해보기 활용 【예시】······························································91
4. 비주얼 씽킹 수업 Q&A ······························································································92
제4장. 협력의 힘, 프로젝트 수업 ····························································································97
1. 프로젝트 수업이란 무엇인가? ····················································································99
2. 프로젝트 수업의 교실 적용 ·····················································································101
1) 프로젝트 수업의 기본 원리 ···············································································101
2) 프로젝트 수업 진행 ·····························································································102
3. 프로젝트 수업의 교실 적용 실제 ···········································································106
1) 우리 마을의 문제를 고민하는 민주시민 토론 프로젝트 ·····························106
2) 사회 참여 발표 프로젝트 수업 ·········································································119
4. 프로젝트 수업 Q&A ··································································································132
제5장. 소통과 집단지성의 토론, 협상 수업 ······································································135
1. 토론과 협상을 요구하는 시대 ··················································································137
2. 토론 활동 수업 ···········································································································141
1) 왜 토론인가 ···········································································································141
2) 토론 활동 수업의 설계 및 실행 ·······································································143
3) 토론과 쓰기 활동 수업 ·······················································································155
4) 학생부와 ‘I’만의 기록 ·························································································161
3. 협상 활동 수업 ···········································································································164
1) 왜 협상인가 ···········································································································164
2) 협상 활동 수업의 설계 및 실행 ·······································································167
3) 협상과 쓰기 활동 수업 ·······················································································175
4) 학생부와 ‘I’만의 기록 ·························································································179
4. 코로나19와 토론, 협상 수업 ···················································································181
5. 토론, 협상 수업 Q&A ······························································································182
제6장. 디지로그를 활용한 융합수업 ·····················································································189
1. 디지로그의 교육적 활용 ···························································································191
1) 디지로그란 무엇인가 ···························································································191
2) 디지로그 활용 교육의 필요성 ···········································································193
2. 디지로그로 표현하는 환경 릴레이 카툰 ································································194
1) 주제 개요 ···············································································································194
2) 학습 목표 ···············································································································195
3) STEAM 과목 요소 ·······························································································195
4) 지도안 총괄표 ·······································································································196
5) 세부 지도안 ···········································································································197
6) 차시별 학생 평가기준 및 방법 ·········································································211
7) 학교생활기록부 기재 예시 ·················································································216
8) 활동 사진 및 결과물 ···························································································217
3. 디지로그의 다양한 활용 ···························································································219
1) 광고 속 디지로그 ·································································································219
2) 기업 속 디지로그 ·································································································220
3) 제품 속 디지로그 ·································································································221
4. 융합수업 Q&A ···········································································································223
제7장. ZOOM으로 원격수업 도전하기 ···············································································227
1. 원격수업의 미래 ·········································································································229
2. ZOOM으로 실시간 쌍방향 원격수업하기 ·····························································231
1) 개요 ·························································································································231
2) Zoom 이해하기 ···································································································232
3) ZOOM-화상수업 개설하기 ················································································234
4) ZOOM-기본 기능 익히기 ··················································································241
5) 모바일에서 Zoom 시작하기 ··············································································244
6) Zoom의 고급 기능-설정 기능 ·········································································245
7) 실시간 쌍방향 수업 사례 ···················································································247
3. 원격수업 후 느낀 점 및 제언 ·················································································269
4. 원격수업 Q&A ···········································································································271
에필로그 ···········································································································································274
참고문헌 ···········································································································································276
찾아보기 ···········································································································································277

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∙ 충북 세광중학교 수석교사, 문학박사, 충북대 강사, 충북보건과학대 강사, 단재교육연수원 강사
∙ 청주대학교 대학원 및 충북대학교 대학원 졸업, 문학평론가, 교육칼럼니스트, 국가수준학업성취도평가 출제 및 채점 위원, 교육정책 배심원단 및 모니터단, 충북교육청 컨설팅장학 지원단
∙ <저서> 사교육 1번지!, 대치동 돼지 엄마의 추억(북랩), 사이버리즘과 사이버소설(국학자료원), 디지털시대의 대중소설론(도서출판 예림기획) 외

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∙ 울산 제일고등학교 교사, 문학박사
∙ 동아대학교 대학원 졸업
∙ 2015개정 고등 ‘국어’(미래엔) 교과서 집필 위원, 전국연합학력평가 언어영역 출제팀장(전국시도연합 주관), EBS 수능완성(고3) 실전편 집필(한국교육방송공사)
∙ <저서> 작가 연구 방법론-문화관광부 우수 학술 도서, 현대시 분석 방법론-울산작가상, 명문대가 뽑아 주는 대입전략의 모든 것(이담 북스), speed 수능 국어의 답: 독서 / 문학 / 문법 시리즈(한국학술정보) 외

신승진
∙ 울산 삼일여자고등학교 교사
∙ 고려대학교 지리교육과 졸업
∙ EBS 지리 영역 수능 강사, 전국연합학력평가 지리영역 출제팀장, 울산 미디어 STEAM 교육연구회 회장, 울산광역시 사회과 교수평기 일체화 연수 강사, 2015 개정 교육과정 중학교 사회교과서(지학사) 집필
∙ <저서> 한국지리 넓게 보는 세상 이야기(형설), 보고 듣고 만지는 지리 이야기(웅진), 신쌤의 운남성 차마고도 여행 이야기(하움) 외

류형철
∙ 충남 만리포고등학교 교사
∙ 공주대학교 교육대학원 졸업
∙ 전국연합학력평가 언어영역 출제팀(전국시도연합 주관), 수업 연구대회 다수 참여(수업 연구 대회 1등급, 교수·학습 컨설팅 활동 실천사례 연구대회 1등급 등)
∙ <저서> 자소설 말고 자소서(교육법인 동아일보사, 공저), 과정중심평가로 대학간다 1(이담 북스, 공저) 외

이상욱
∙ 충북 옥천고등학교 수석교사
∙ 충북대학교 미술교육과 졸업, 중부대학교 대학원 산업디자인 전공
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