수업철학과 수업방법론(도덕교육연구시리즈 2)

머리말 ··············································································3

[제Ⅰ부] 도덕과 수업의 이해

제1장 도덕과 수업 활동에 관한 쟁점 ··································13
1. 이론적 이해와 실제적 처방 ············································14
2. 횡적 통합과 종적 통합 ··················································21
3. 일반적 흥미와 교육적 흥미 ············································27

제2장 수업내용과 수업방법의 관계 ·····································33
1. 사실적 관계 ·································································34
2. 논리적 관계 ·································································41
3. 이해와 교사의 자세 ······················································49

제3장 수업방법의 이론: 성리학의 수업철학 ·························53
1. 방법적 원리로서의 격물치지 ··········································54
2. 도덕교육의 목적으로서의 활연관통 ·································58
3. 교과 공부를 통한 심성함양 ············································61

제4장 수업방법의 이론: 해석학의 수업철학 ·························67
1. 내러티브 해석학과 심성함양 ··········································68
2. 심성함양의 심층 구조 ···················································71
3. 도덕과 수업의 방법적 원리 ···········································79

제5장 수업방법의 이론: 내러티브 수업철학 ·························87
1. 말과 글과 내러티브 ······················································88
2. 내러티브와 심성함양 ····················································97
3. 내러티브로서의 도덕과 수업 ········································105

[제Ⅱ부] 도덕과 수업의 실제

제1장 도덕과 교육과정의 이해 ·········································113
1. 도덕과의 학문적 성격 ·················································115
2. 교육과정 체계 내에서의 도덕과 ····································135
3. 교과교육으로서의 도덕교육 ··········································147

제2장 수업의 원리와 수업모형 ·········································171
1. 수업의 일반적 원리 ····················································172
2. 수업모형 ···································································180
3. 수업모형의 매력과 함정 ··············································230

제3장 수업의 실천사례 ···················································239
1. 성실한 노예의 딜레마 ·················································241
2. 공정한 생활 ······························································253
3. 수업의 예술적 차원과 실천사례 ···································263

제4장 수업비평 ······························································293
1. 객관적 기준 ·······························································295
2. 상호주관적 기준 ·························································301
3. 실천사례 ···································································313

제5장 평가 ·····································································327
1. 일반적 원리 ································································328
2. 평가의 방법 ································································336
3. 교육으로서의 평가 ·······················································352

주 ··················································································369

찾아보기 ·········································································393

이재호 (李在浩)
한국교원대학교에서 비고츠키(L. S. Vygotsky)의 도덕심리학에 관한 연구로 석사학위와 리쾨르(P. Ricoeur)의 해석학에 관한 연구로 박사학위를 취득하였다. 2012년에 광주교육대학교 윤리교육과에 부임하여 주로 도덕철학과 도덕심리학에 기반한 도덕교육을 연구하고 있으며, 2019년에는 캘리포니아대학교(UC Riverside) 해외파견교수로 학술교류 및 연구를 수행하였다. 저서로는 『도덕과교육론』(2025, 공저), 『도덕철학과 도덕교육』(2021, 공저), 『학생과 소통하는 행복한 학급 만들기』(2021, 공저), 『도덕과교육방법론』(2019, 공저), 『초등학교 인성교육 살리기』(2011, 공저), 『리쾨르와 현대 도덕교육』(2010, 단독)이 있고, 역서로는 『내러티브와 스토리텔링: 도덕성 발달의 이해』(2022, 단독, M. B. Tappan &M. J. Packer)가 있다.?