| 000 | 00000cam c2200205 c 4500 | |
| 001 | 000046006495 | |
| 005 | 20191119165536 | |
| 007 | ta | |
| 008 | 191119s2019 ggka b 000c kor | |
| 020 | ▼a 9788925413686 ▼g 93370 | |
| 035 | ▼a (KERIS)BIB000015101138 | |
| 040 | ▼a 222003 ▼c 222003 ▼d 211009 | |
| 082 | 0 4 | ▼a 371.3 ▼2 23 |
| 085 | ▼a 371.3 ▼2 DDCK | |
| 090 | ▼a 371.3 ▼b 2019z3 | |
| 100 | 1 | ▼a 김현수 ▼0 AUTH(211009)140754 |
| 245 | 1 0 | ▼a 학생 참여형 수업의 교실 혁명 : ▼b 행복교육을 위한 교사의 수업 전략 / ▼d 김현수 저 |
| 260 | ▼a 파주 : ▼b 교육과학사, ▼c 2019 | |
| 300 | ▼a 470 p. : ▼b 삽화 ; ▼c 26 cm | |
| 504 | ▼a 참고문헌 수록 | |
| 945 | ▼a KLPA |
Holdings Information
| No. | Location | Call Number | Accession No. | Availability | Due Date | Make a Reservation | Service |
|---|---|---|---|---|---|---|---|
| No. 1 | Location Main Library/Monographs(3F)/ | Call Number 371.3 2019z3 | Accession No. 111818578 | Availability Available | Due Date | Make a Reservation | Service |
Contents information
Book Introduction
교사의 현재와 미래를 대비하는 전략서다. 어떻게 하면 수업을 잘 할 수 있는지 이론부터 실제까지 상세하게 안내하고 있다. 특정 수업 방법에 한정하지 않고 다양한 교수.학습 방법을 제시하고 있다. 협동학습, 질문수업, 문제중심학습, 토의.토론 수업, 배움 중심 수업, 거꾸로교실, 과정 중심 평가 등 교육현장에서 사용되고 있는 교수 전략을 총망라하였다.
본 책은 교사의 현재와 미래를 대비하는 전략서다. 어떻게 하면 수업을 잘 할 수 있는지 이론부터 실제까지 상세하게 안내하고 있다. 특정 수업 방법에 한정하지 않고 다양한 교수ㆍ학습 방법을 제시하고 있다. 협동학습, 질문수업, 문제중심학습, 토의ㆍ토론 수업, 배움 중심 수업, 거꾸로교실, 과정 중심 평가 등 교육현장에서 사용되고 있는 교수 전략을 총망라하고 있다.
이 책은 크게 1부와 2부로 되어 있다. 1부는 ‘수업 철학 세우기’이고, 2부는 ‘수업 디자인하기’다. 1부에서는 지금의 교육의 현재와 미래를 다루며 ‘행복교육’에 방점을 찍고 있다. 아이들의 행복을 위한 교육을 강조하며 창의성 교육, 인성교육, 사회 정서 학습, 부진아 지도 등에 대해 살피고 있다. 수박 겉핥기식의 피상적인 언급이 아니라 그 개념에서부터 실천적인 방안까지 논하고 있다.
1, 2부 모두 수업 방법에 대해 거론하고 있는데, 수업의 설계에서 성찰에 이르기까지 수업의 실질적 방법에 대한 소개는 2부에서 제시하고 있다. 교과 수업에 활용할 수 있는 질문 수업, 배움 중심 수업, 협동학습, 토의ㆍ토론 수업 등의 전략을 상세하게 다루고 있다.
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Author Introduction
김현수(지은이)
바다가 눈부신 부산에서 태어나 성장했고, 중학교 때 김소월의 〈초혼〉을 보고 시에 빠져들었다. 고려대학교 대학원에서 현대시 교육 전공으로 교육학 박사 학위를 받았다. 국어 교사로서 경북과학고, 포항고, 영덕고, 영해고 등에서 아이들과 행복한 시간을 보냈다. 시 연구 저서로 《시 교육의 이론과 방법》, 《교과서 시의 탐색》, 《시를 읽고 가르치다》 등의 책을 냈다. 2009년 시 계간지 《시안》에 평론을 발표하면서 신인상을 수상하였다. 경북대학교출판부 원고공모전에서 입상하여 2017년 《즐거운 시 읽기-아름다운 우리 시를 다시 만나다》를 출간하였다.
Table of Contents
제1부 수업 철학 세우기 Chapter 01 좋은 수업의 의미 ····················································13 1. 수업의 특성 ························································13 2. 교사가 수업을 잘 해야 하는 몇 가지 이유 ·························19 3. 학습의 효율성을 높이는 최고의 교수법 ····························26 4. 수업을 결정짓는 학생의 활동 ······································28 5. 교사가 가르쳐야 하는 두 가지의 교육내용 ·························31 Chapter 02 교육의 현재와 미래 ··················································35 1. 한국 교육의 현재 ···················································35 2. 2015 개정 교육과정의 청사진과 문제점 ···························38 3. ‘행복교육’으로서 교육 ··············································45 Chapter 03 수업의 혁신 ···························································61 1. 교육의 새바람 하브루타 ············································61 2. 함께 배우며 성장하는 ‘배움의 공동체’ ·····························65 3. 역전학습의 거꾸로 교실 ············································74 4. 수업, 평가, 기록이 일체화하는 과정 중심 평가 ····················85 Chapter 04 낙오자 없는 교실 환경 만들기 ····································113 1. 완전학습 어떻게 가능한가 ········································113 2. 학습부진아 어떻게 지도할까 ······································118 3. 정서지능을 키우는 사회정서학습 ··································130 4. 아이와 소통하기 ···················································150 Chapter 05 인성교육 어떻게 할까 ··············································161 1. 인성의 의미 ·······················································161 2. 인성교육의 중요성과 원리 ········································169 3. 교과 수업에서의 인성교육 ········································178 Chapter 06 창의성 교육 어떻게 할까 ···········································185 1. 창의성 교육의 중요성 ·············································185 2. 창의성의 의미 ·····················································186 3. 창의적 사고의 특징 ···············································193 4. 교과 수업에서의 창의성 교육 ·····································199 5. 창의성 교육으로서의 문제중심학습(PBL) ··························213 제2부 수업 디자인하기 Chapter 07 수업의 설계 ·························································231 1. 수업 지도안의 설계 ···············································231 2. 창의적 수업의 설계 ···············································237 3. 수업 매체의 선정과 활용 ··········································246 Chapter 08 학습동기 유발을 위한 수업 전략 ··································251 1. 켈러의 ARCS 학습동기 이론 ······································251 2. 수업 도입(Opening)의 전략 ······································259 3. 수업 마무리(Closing)의 전략 ·····································262 4. 형성평가의 전략 ···················································265 Chapter 09 학습동기 유발을 위한 수업 기술 ··································269 1. 설명의 기술 ·······················································269 2. 발문의 기술 ·······················································272 3. 응답 처치의 기술 ·················································278 Chapter 10 배움 중심 수업의 전략 ·············································283 1. 배움 중심 수업이란 ···············································283 2. 학습유형에 따른 교수 처방 ·······································286 3. 배움 중심 수업의 설계 ············································288 4. 배움 중심 수업 설계의 실제 ······································292 Chapter 11 질문 수업의 전략 ···················································303 1. 질문 있는 교실을 만들려면 ·······································303 2. 질문 수업의 전략 ·················································310 3. 질문 수업의 사례 ·················································324 Chapter 12 협동학습의 전략 ·····················································333 1. 협동학습의 효과 ···················································333 2. 협동학습의 6가지 열쇠 ············································337 3. 협동학습의 전략 ···················································382 Chapter 13 토의ㆍ토론 수업의 전략 ············································389 1. 토의ㆍ토론 수업의 준비 ···········································389 2. 논제로 시작하는 토의ㆍ토론 수업 ·································401 3. 토의ㆍ토론 수업의 설계 ···········································406 4. 토의ㆍ토론 익히기 ················································418 5. 토의ㆍ토론 수업의 전략 ···········································429 Chapter 14 수업 성찰 ····························································455 1. 수업 성찰이란 ·····················································455 2. 수업 성찰의 준거 ·················································457 3. 수업 성찰의 방법 ·················································462