머리말 / 3
제1부 사회과 수업 설계와 교재 연구
제1장 4차 산업혁명과 수업 패러다임의 전환 / 13
1. 4차 산업혁명과 시민 역량 ································································14
2. 수업 패러다임의 전환 ········································································20
3. 수업을 보는 관점 ···············································································24
4. 좋은 수업의 요소와 특징 ···································································31
제2장 수업 설계와 교재 연구 / 37
1. 수업 설계 모형 ···················································································38
2. 교재 연구 모형 ···················································································44
제3장 사회과의 수업 설계와 교재 연구 / 51
1. 사회과 교육과정의 이해 ·····································································52
2. 사회과의 수업 설계 모형 ···································································57
3. 사회과의 교재 연구 모형 ···································································64
제2부 사회과의 교수 방법
제4장 강의식 수업 / 85
1. 강의식 수업의 의미와 목표 ·······························································86
2. 강의식 수업의 특징 ············································································87
3. 강의식 수업의 유형과 방법 ·······························································88
4. 강의식 수업의 장점과 단점 ·······························································91
제5장 개념 학습과 일반화 학습 / 93
1. 개념 학습의 의미와 목표 ···································································94
2. 속성 모형 ·························································································102
3. 원형 모형 ·························································································106
4. 상황 모형 ·························································································110
5. 개념 학습의 효과와 전략 ································································113
6. 일반화 학습 ······················································································115
제6장 문답식 수업 / 119
1. 문답식 수업의 의미와 목표 ·····························································120
2. 문답식 수업의 장점과 단점 ·····························································122
3. 문답식 수업과 질문의 유형 ·····························································125
4. 문답식 수업의 방법 ·········································································134
5. 문답식 수업의 적용 ·········································································139
6. 문답식 수업의 한계 ·········································································140
제7장 탐구 수업 / 142
1. 탐구 수업의 의미와 목표 ································································142
2. 탐구 수업의 방법 ·············································································144
3. 탐구 수업의 적용 ·············································································145
4. 탐구 수업의 전략 ·············································································153
제8장 문제 해결 학습 / 155
1. ‘문제’의 성격과 종류 ·······································································156
2. 문제 해결 학습의 의미와 목표 ·······················································158
3. 문제 해결 학습의 방법 ····································································160
4. 문제 해결 학습의 적용 ····································································164
제9장 문제 중심 학습 / 167
1. 문제 중심 학습의 의미와 목표 ·······················································168
2. 문제 중심 학습의 방법 ····································································172
3. 문제 중심 학습의 적용 ··································································176
4. 탐구 수업, 문제 해결 학습, 문제 중심 학습의 비교 ···················178
제10장 의사 결정 수업 / 181
1. 의사 결정 수업의 의미와 목표 ·······················································182
2. 개인적 의사 결정 수업의 방법 ·······················································186
3. 집단적 의사 결정 수업의 방법 ·······················································191
4. 의사 결정 수업의 한계 ····································································195
제11장 논쟁 문제 수업 / 197
1. 논쟁 문제 수업의 의미와 목표 ·······················································197
2. 논쟁 문제 수업의 방법 ····································································200
3. 논쟁 문제 수업의 적용 ····································································203
4. 논쟁 문제 수업에서 교사의 역할 ····················································210
5. 논쟁 문제 수업의 한계 ····································································214
6. 문제해결학습, 의사결정수업, 논쟁문제수업의 비교 ························215
제12장 토론 수업 / 218
1. 토의와 토론의 의미 ·········································································219
2. 토론 수업의 목표와 효과 ································································221
3. 토론 수업의 유형 ·············································································224
4. 토론 수업의 방법: 배심 토의, 짝 토의, 찬ㆍ반 대립 토론 ··········225
5. 토론 수업의 규칙과 교사의 역할 ····················································230
6. 토론 수업과 논쟁 문제 수업의 비교 ··············································232
제13장 협동 학습 / 234
1. 협동 학습의 등장 배경 ····································································234
2. 협동 학습의 목표와 필요조건 ·························································236
3. 과제 분담 학습 모형(Jigsaw) ························································242
4. 집단 성취 분담 모형(STAD) ···························································249
제14장 가치 수업 / 253
1. 가치 수업의 의미와 목표 ································································254
2. 가치 주입의 방법과 적용 ································································256
3. 가치 명료화의 방법과 적용 ···························································260
4. 가치 분석의 방법과 적용 ································································264
5. 가치 탐구의 방법과 적용 ································································272
제15장 프로젝트 학습 / 279
1. 프로젝트 학습의 의미와 목표 ·························································279
2. 프로젝트 학습의 방법 ······································································282
3. 프로젝트 학습의 적용 ······································································284
제16장 현장 학습과 체험 학습 / 292
1. 현장 학습의 의미와 목표 ································································293
2. 현장 학습의 유형과 방법 ································································295
3. 체험 학습의 의미와 목표 ································································297
4. 체험 학습의 유형과 방법 ································································302
5. 체험 학습의 모형 ·············································································303
6. 체험 학습 프로그램의 적용 ·····························································310
제17장 지역 학습 / 319
1. 지역 학습의 의미와 목표 ································································320
2. 지역 학습의 내용 ·············································································321
3. 지역 학습의 방법 ·············································································323
4. 지역 학습의 한계 ·············································································324
제18장 지도 학습 / 326
1. 지도 학습의 의미와 목표 ································································327
2. 지도 학습의 내용 ·············································································328
3. 지도 학습의 방법 ·············································································335
4. 지도 학습의 한계 ·············································································337
제19장 이야기식 수업 / 339
1. 내러티브로서 역사 ···········································································340
2. 이야기식 수업의 의미와 목표 ·························································341
3. 이야기식 수업의 방법 ······································································344
4. 이야기식 수업의 효과와 한계 ·························································345
제20장 사료 학습 / 347
1. 사료의 의미와 성격 ·········································································348
2. 사료 학습의 의미와 목표 ································································349
3. 사료 학습의 방법 ·············································································350
4. 사료 학습의 효과 ·············································································354
제3부 사회과의 평가
제21장 사회과의 평가 / 359
1. 사회과의 평가 방법 ·········································································360
2. 사회과 평가 방식의 전환 ································································370
3. 사회과 수행평가의 방법 ··································································373
4. 사회과 수행평가의 전략 ··································································385
참고문헌 / 387
부록
1. 사회과 수업 분석표 ·········································································399
2. 임용고시 문제 분석 ·········································································400
