수업의 방법-기술(전원이 스스로 참가-사고-성취하는)

머리말 / 3

Ⅰ. 1951년의 수업과 2025년의 수업 이야기 / 13
1. 필자에 관한 이야기 ·····················································································13
2. 1951년의 수업 이야기 ·················································································14
3. 2025년 오늘의 수업 이야기 ·········································································16

Ⅱ. 수업의 최종 목표와 현행 수업의 문제점 / 21
1. 수업의 최종 목표 ························································································21
2. 현행 수업의 문제점 ·····················································································23

Ⅲ. 수업과 심진 일으키기 / 25
1. 심진이라는 말의 뜻 ·····················································································25
2. 심진을 일으키는 장치 ··················································································30
3. 심진을 일으키는 기술 ··················································································37
1) 누구나 쉽게 응답할 수 있는 문제로 도입한다 ·················································38
2) 지적 기로에 세움으로써 헷갈리게 한다 ··························································41
3) 기지와 모순되거나 그것을 부정하는 정보를 제공한다 ······································42
4) 애매하고 불확실한 정보를 제공함으로써 헷갈리게 한다 ···································46
5) 대립되는 사고 장면을 조성한다 ····································································49
6) 예상 밖의 의표를 찌르는 정보를 제공한다 ·····················································52
7) 가치 갈등 상황을 조성한다 ··········································································57
8) 시연 실험을 한다 ························································································59
9) 속아 넘어가기 쉬운 자료를 제시한다 ·····························································65
10) OX로 평정한다 ·························································································69
11) 진지한 논의 끝에 얻어낸 결론을 부정하여 버린다 ·········································73
12) 예상과 어긋나는 정보에 접하게 한다 ···························································76
13) 혼잣말하면서 사고하도록 한다 ····································································78
14) 하나의 생각을 지지하는 자신과 부정하는 자신이 염두 토론한다 ·····················80
15) 가려 놓고 호기심을 북돋는다 ·····································································84
16) 불완전한 자료를 제공한다 ··········································································86
17) 허위 정보를 제공한다 ················································································90
18) 구체물을 제시함으로써 물음이 내발토록 한다 ···············································97
19) 가상 상황을 제시한다 ···············································································101
20) 선택지를 주어 사고하도록 한다 ·································································105
21) 정의와 일치하는 것과 일치하지 않는 것을 섞어 놓는다 ································108
22) 지적 기로에 세움으로써 망설이게 한다 ·······················································110
23) 상식과 어긋나는 일과 만나도록 한다 ··························································113

IV. 발문 / 117
1. 현행 발문의 문제점 ····················································································119
1) 발문이 지나치게 어렵다 ··············································································120
2) 발문의 답이 오직 하나이며, 교사의 머릿속에 있다 ·········································122
3) 발문-거수-지명-발표 시스템에 의하여 A군들만이 참가하는 문답이 되고 있다 ···131
2. 발문의 정의 ·······························································································134
3. 발문 만들기의 원칙 ·····················································································135
1) 발문 안에 알맞은 정도의 해결 방법(힌트)이 깃들어 있어야 한다 ······················136
2) 가나다 3수준 발문법 ···················································································140
4. 발문 만들기의 실제 ·····················································································146
1) 각자에게 알맞은 정도의 힌트를 준다 ·····························································146
2) 원인 행위를 한 자를 찾는다 ·········································································155

Ⅴ. 전원이 동시 참가-동시 사고-동시 분류하기 / 159
1. 발문-거수-지명-발표 시스템의 폐기 ·····························································159
2. 전원 동시 참가-동시 사고-동시 발표 ·····························································163
1) 파상형 전원 동시 발표 ················································································165
2) 소신형 전원 동시 발표 ················································································176
3) 카드형 전원 동시 발표 ················································································178
4) 판서형 전원 동시 발표 ················································································181

VI. 전원이 참가ㆍ사고ㆍ성취하는 수업의 기술 / 185
1. 전원이 학습문제를 파악하고 있어야 한다 ·······················································186
2. 전원이 자기 나름의 해답을 마련하여 기록한다 ················································189
3. 기록하면서 사고한다 ····················································································192
1) 기록하는 일이 곧 사고하는 일이다 ································································193
2) 기록하는 방법 ·····························································································197

VII. 발표 내용을 경청한다 / 199
1. 현행 수업의 문제점의 하나 ···········································································199
1) 교사와 어린이들의 인식의 잘못 ·····································································200
2) 각자의 성장과 이웃들의 생각 ········································································203
2. 경청하여야 하는 필요성 ················································································203
3. 경청하는 방법 ······························································································207
1) 자기 나름의 생각을 가지고 듣는다 ·································································208
2) 기록하면서 듣는다 ·······················································································208
3) 말하는 이의 쪽으로 몸을 향하여 듣는다 ·························································209
4) 고개를 갸웃하거나 끄덕이면서 듣는다 ····························································209
5) 자신의 생각과 비교하며 듣는다 ·····································································210
6) 질문 사항을 메모한다 ···················································································210

VIII. 감각기관을 풀 가동한다 / 211
1. 어린이의 본성 ·····························································································211
2. 수업에서의 작업의 여러 가지 ········································································215
3. 작업을 빈번히 하도록 하여야 하는 이유 ·························································217

IX. 성공 체험을 거듭 쌓아 올린다 / 221

Ⅹ. '들고양이'가 된 어린이의 이야기 / 227
1. 어느 어린이의 이야기 ···················································································227
2. 집고양이와 들고양이의 이야기 ·······································································230

XI. 가상의 어린이 '순이'의 등장 / 235
1. '순이'는 누구인가? ·······················································································235
2. '순이'를 등장시켜야 하는 필요성 ····································································238
3. '순이'를 등장시켜야 할 경우 ··········································································241
1) 상식적인 결론으로 만족하고 있을 때 ······························································241
2) 장벽에 부딪쳐 제자리걸음을 하고 있을 때 ·······················································245
3) 부실한 근거로 결론을 내리려 할 때 ································································250

XII. '일부의 우수한 어린이들'만이 참가하는 수업에서 '전원'이 참가하는 수업에로의 꿈의 실현 / 259
1. 현행 수업의 문제점의 하나 ············································································259
2. 일부의 어린이들에게만 성립되고 있는 학습 ······················································260
3. 전원으로 하여금 동시에 발표케 하는 기술 ·······················································262
4. 기록 발표 지도상의 유의점 ············································································265

참고문헌 ··········································································································268

한형식 경력
·1930 전남 순천시 생
·1951 광주사범학교 졸업
·1972 광주교육대학 졸업
·1985, 1990 일본 쓰꾸바대학 부속소학교 수업기술연수 과정 수료
·1996 초등학교 교장 정년 퇴임
·1996 한국 열린교육협의회 부설 열린교육연구소 소장
·2000 송광수업기술연구소 개설
·2001 광주교육대학교 교육학과 강사
·2002 수업기술 공유재산화 운동 주재(현재)
·2025 송광수업기술연구소 소장(현재)

저서
·국민학교 어린이의 생활 및 학습 방법의 길잡이, 탐구출판, 1981.
·뒤떨어지기 쉬운 어린이도 제대로 학습할 수 있는 수업-학습방략, 탐구출판, 1985.
·전원 참가 수업기술의 모색, 탐구출판, 1987.
·수업기술의 정석 모색, 교육과학사, 1994.
·수업 개혁, 교육과학사, 1998.
·수업 사례로 배우는 수업기술의 법칙, 즐거운 학교, 2009.
·모두가 참가하는 수업에는 법칙이 있다, 즐거운 학교, 2015.
·매개적 수업기술(공저), 교육과학사, 1993.
·열린교육의 이해(공저), 양서원, 1994.
·발문 기술, 바른북스, 2022

번역서
·노구찌 요시히로, 수업으로 단련한다, 교육과학사, 1998.
·아리다 가스마사, 새로운 학습지도 어떻게 할까?, 아름다운세상, 2002.
·무코야마 요이치, 어린이가 열중하는 수업에는 법칙이 있다, 즐거운 학교, 2009.
·노구찌 요시히로, 전원의 학력을 보장하는 수업, 아름다운 세상, 2010.
·무코야마 요이치, 아이들이 하는 수업에는 법칙이 있다, 즐거운 학교, 2012.
·무코야마 요이치, 교육기술 입문, 즐거운 학교, 2013.