사회과교육의 이해(4판)
2022 개정 교육과정 및 미래 교육 대비
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4차 산업혁명과 스마트 혁명으로 미래 사회가 빠르게 변하고 있으며, 그에 따라 최근 미래 교육이 화두가 되고 있다. 미래 사회는 지식의 기억보다는 컴퓨터와 인공 지능(AI)이 하기 어려운 새로운 지식을 창출하거나 복잡한 문제를 창의적으로 해결할 수 있는 시민의 역량을 필요로 하기 때문이다.
그래서 P21, OECD, WEF 등 여러 단체들이 미래 교육에서 가르쳐야 할 핵심 역량을 제시하였다. 미래 핵심 역량을 교육하기 위해 교육 선진국들은 수년 전부터 전통적인 교육의 패러다임을 혁신적으로 전환하고 있다. 이러한 혁신의 물결에 맞추어 우리나라도 학생의 주도성에 기초하여 미래 역량을 기르기 위해 2022 개정 교육과정을 만들었다.
이처럼 학생 주도성, 핵심 역량, 미래 교육, 교육 패러다임의 전환에 대비하여 사회과는 어떤 시민 역량을 기르고 무엇을 어떻게 가르쳐야 할 것인지에 초점을 맞추어 교재의 내용을 대폭 개정하였다. 다만 사회과의 교재연구 방법, 20여 가지 교수?학습 방법에 대해서는 저자의 『사회과 교재연구 및 교수법』(3판)에서 자세히 소개하였다.
그래서 P21, OECD, WEF 등 여러 단체들이 미래 교육에서 가르쳐야 할 핵심 역량을 제시하였다. 미래 핵심 역량을 교육하기 위해 교육 선진국들은 수년 전부터 전통적인 교육의 패러다임을 혁신적으로 전환하고 있다. 이러한 혁신의 물결에 맞추어 우리나라도 학생의 주도성에 기초하여 미래 역량을 기르기 위해 2022 개정 교육과정을 만들었다.
이처럼 학생 주도성, 핵심 역량, 미래 교육, 교육 패러다임의 전환에 대비하여 사회과는 어떤 시민 역량을 기르고 무엇을 어떻게 가르쳐야 할 것인지에 초점을 맞추어 교재의 내용을 대폭 개정하였다. 다만 사회과의 교재연구 방법, 20여 가지 교수?학습 방법에 대해서는 저자의 『사회과 교재연구 및 교수법』(3판)에서 자세히 소개하였다.
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머리말 / 3
제1장 사회과의 개념 / 9
1. 사회과의 역사 ··································································································9
2. 사회과의 개념 정의 ·······················································································18
3. 사회과와 사회과학의 관계 ············································································20
제2장 사회과의 발전 과정 / 25
1. 미국 사회과의 발전 과정 ··············································································25
2. 한국 사회과의 발전 과정 ··············································································44
제3장 사회과의 목표 / 63
1. 사회과의 목표: 시민의 역량 육성 ································································63
2. 사회과의 목표 분류 ·······················································································67
3. 우리나라 사회과의 목표 ················································································72
제4장 사회 변동과 사회과교육의 변화 / 75
1. 세계화와 지역화 시대: 다중 시민성의 교육 ················································75
2. 4차 산업혁명과 미래 사회의 변화: 지식에서 핵심 역량으로 ·····················79
3. 민주 사회의 위기와 시민교육의 강화: 인성 교육, 민주시민교육 ···············88
제5장 사회과의 분과 영역 / 95
1. 지리 교육 ······································································································95
2. 역사 교육 ······································································································99
3. 정치 교육 ····································································································103
4. 법 교육 ········································································································107
5. 경제 교육 ····································································································110
6. 사회?문화 교육 ···························································································113
제6장 사회과의 이론적 접근 / 117
1. 사회과의 전통과 이론적 관점 ····································································117
2. 시민성 전달 모형 ························································································124
3. 사회과학 모형 ·····························································································130
4. 반성적 탐구 모형 ························································································136
제7장 사회과 교육과정의 조직 원리와 조직 유형 / 145
1. 환경 확대법 ·································································································146
2. 개념 중심 나선형 교육과정 ········································································149
3. 통합적 접근법 ·····························································································155
4. 교육과정의 지역화 ······················································································166
5. 사회과 교육과정의 조직 유형 ····································································168
6. 2022 개정 사회과 교육과정의 특징 ·························································175
제8장 미래 교육과 사회과교육 패러다임의 전환 / 197
1. 미래 교육과 미래 시민 역량 ······································································198
2. 교사 중심 교육 패러다임 ···········································································201
3. 학생 중심 교육 패러다임 ···········································································205
제9장 사회과에서 지식의 교육 / 211
1. 사회과의 목표로서 지식의 이해 ·································································212
2. 사실 학습 ····································································································212
3. 개념 학습 ····································································································214
4. 일반화 학습 ·································································································223
5. 협동 학습 ····································································································226
제10장 사회과에서 사고 기능의 교육 / 235
1. 사회과의 목표로서 고차적 사고력의 발달 ·················································235
2. 고차적 사고력의 의미와 유형 ····································································238
3. 탐구 학습 ····································································································247
4. 문제 해결 학습 ···························································································249
5. 의사 결정 수업 ···························································································253
6. 논쟁 문제 수업 ···························································································257
7. 비판적 사고력 교육 ····················································································263
8. 창의적 사고력 교육 ····················································································265
제11장 사회과에서 가치의 교육 / 269
1. 사회과의 목표로서 가치 교육의 발달 ························································269
2. 가치 주입 ····································································································273
3. 가치 명료화 ·································································································276
4. 가치 분석 ····································································································280
5. 가치 탐구 ····································································································283
6. 도덕적 추론 ·································································································286
제12장 사회과에서 행위의 교육 / 291
1. 사회과의 목표로서 행위의 교육 ·································································291
2. 현장 학습 ····································································································292
3. 체험 학습 ····································································································296
4. 시민 행동 교육 ···························································································301
제13장 사회과의 평가 / 305
1. 사회과의 평가 방법 ····················································································305
2. 사회과의 평가 방식의 전환 ········································································315
3. 사회과의 수행평가 ······················································································318
제14장 사회과 교사의 역할과 전문성 / 327
1. 사회과 교사의 역할 ····················································································327
2. 사회과 교사의 전문성 ·················································································332
3. 수업 비평과 수업 성찰 ···············································································339
제15장 사회과의 과제와 통합적 교육 / 343
1. 민주 시민 교육 ···························································································343
2. 다문화 교육 ·································································································349
3. 인권 교육 ····································································································355
4. 미디어 교육 ·································································································362
5. 인성 교육 ····································································································367
참고문헌 ············································································································375
찾아보기 ············································································································384
▶ 부록: 임용시험 문제 분석 및 해설 / 386
제1장 사회과의 개념 / 9
1. 사회과의 역사 ··································································································9
2. 사회과의 개념 정의 ·······················································································18
3. 사회과와 사회과학의 관계 ············································································20
제2장 사회과의 발전 과정 / 25
1. 미국 사회과의 발전 과정 ··············································································25
2. 한국 사회과의 발전 과정 ··············································································44
제3장 사회과의 목표 / 63
1. 사회과의 목표: 시민의 역량 육성 ································································63
2. 사회과의 목표 분류 ·······················································································67
3. 우리나라 사회과의 목표 ················································································72
제4장 사회 변동과 사회과교육의 변화 / 75
1. 세계화와 지역화 시대: 다중 시민성의 교육 ················································75
2. 4차 산업혁명과 미래 사회의 변화: 지식에서 핵심 역량으로 ·····················79
3. 민주 사회의 위기와 시민교육의 강화: 인성 교육, 민주시민교육 ···············88
제5장 사회과의 분과 영역 / 95
1. 지리 교육 ······································································································95
2. 역사 교육 ······································································································99
3. 정치 교육 ····································································································103
4. 법 교육 ········································································································107
5. 경제 교육 ····································································································110
6. 사회?문화 교육 ···························································································113
제6장 사회과의 이론적 접근 / 117
1. 사회과의 전통과 이론적 관점 ····································································117
2. 시민성 전달 모형 ························································································124
3. 사회과학 모형 ·····························································································130
4. 반성적 탐구 모형 ························································································136
제7장 사회과 교육과정의 조직 원리와 조직 유형 / 145
1. 환경 확대법 ·································································································146
2. 개념 중심 나선형 교육과정 ········································································149
3. 통합적 접근법 ·····························································································155
4. 교육과정의 지역화 ······················································································166
5. 사회과 교육과정의 조직 유형 ····································································168
6. 2022 개정 사회과 교육과정의 특징 ·························································175
제8장 미래 교육과 사회과교육 패러다임의 전환 / 197
1. 미래 교육과 미래 시민 역량 ······································································198
2. 교사 중심 교육 패러다임 ···········································································201
3. 학생 중심 교육 패러다임 ···········································································205
제9장 사회과에서 지식의 교육 / 211
1. 사회과의 목표로서 지식의 이해 ·································································212
2. 사실 학습 ····································································································212
3. 개념 학습 ····································································································214
4. 일반화 학습 ·································································································223
5. 협동 학습 ····································································································226
제10장 사회과에서 사고 기능의 교육 / 235
1. 사회과의 목표로서 고차적 사고력의 발달 ·················································235
2. 고차적 사고력의 의미와 유형 ····································································238
3. 탐구 학습 ····································································································247
4. 문제 해결 학습 ···························································································249
5. 의사 결정 수업 ···························································································253
6. 논쟁 문제 수업 ···························································································257
7. 비판적 사고력 교육 ····················································································263
8. 창의적 사고력 교육 ····················································································265
제11장 사회과에서 가치의 교육 / 269
1. 사회과의 목표로서 가치 교육의 발달 ························································269
2. 가치 주입 ····································································································273
3. 가치 명료화 ·································································································276
4. 가치 분석 ····································································································280
5. 가치 탐구 ····································································································283
6. 도덕적 추론 ·································································································286
제12장 사회과에서 행위의 교육 / 291
1. 사회과의 목표로서 행위의 교육 ·································································291
2. 현장 학습 ····································································································292
3. 체험 학습 ····································································································296
4. 시민 행동 교육 ···························································································301
제13장 사회과의 평가 / 305
1. 사회과의 평가 방법 ····················································································305
2. 사회과의 평가 방식의 전환 ········································································315
3. 사회과의 수행평가 ······················································································318
제14장 사회과 교사의 역할과 전문성 / 327
1. 사회과 교사의 역할 ····················································································327
2. 사회과 교사의 전문성 ·················································································332
3. 수업 비평과 수업 성찰 ···············································································339
제15장 사회과의 과제와 통합적 교육 / 343
1. 민주 시민 교육 ···························································································343
2. 다문화 교육 ·································································································349
3. 인권 교육 ····································································································355
4. 미디어 교육 ·································································································362
5. 인성 교육 ····································································································367
참고문헌 ············································································································375
찾아보기 ············································································································384
▶ 부록: 임용시험 문제 분석 및 해설 / 386
저자
저자
박상준
서울대학교 대학원에서 사회과교육 및 시민교육을 전공했고, 배재고등학교 교사를 거쳐 2004년부터 전주교대 사회교육과에서 가르쳤으며, 현재 한국교원대학교 일반사회교육과 교수로 재직하고 있다.
교육부의 민주시민교육 자문위원, '2022 개정 사회과 교육과정' 시안 개발 연구원, 교육과정 심의회(사회) 심의위원으로, 그리고 전북교육청의 인성교육진흥위원회 위원장, 인정도서(사회문제 탐구) 심의회 위원장 등으로 활동했다.
주요 저서:
「중학교 사회 1, 2」(비상교육) (2009 ~ 현재)
「사회과교육의 이론과 실제」(4판) (2011)
「거꾸로 교실을 넘어 거꾸로 학습으로」(2016)
「역사와 함께 읽는 민주주의」(2020 세종도서)
「코로나 이후 미래교육」(2판) (2021)
「메타버스 수업, 미래교육의 방향을 찾다」(2022)
「사회과 교재연구 및 교수법」(3판) (2022)
교육부의 민주시민교육 자문위원, '2022 개정 사회과 교육과정' 시안 개발 연구원, 교육과정 심의회(사회) 심의위원으로, 그리고 전북교육청의 인성교육진흥위원회 위원장, 인정도서(사회문제 탐구) 심의회 위원장 등으로 활동했다.
주요 저서:
「중학교 사회 1, 2」(비상교육) (2009 ~ 현재)
「사회과교육의 이론과 실제」(4판) (2011)
「거꾸로 교실을 넘어 거꾸로 학습으로」(2016)
「역사와 함께 읽는 민주주의」(2020 세종도서)
「코로나 이후 미래교육」(2판) (2021)
「메타버스 수업, 미래교육의 방향을 찾다」(2022)
「사회과 교재연구 및 교수법」(3판) (2022)
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