Detail View

학생들의 읽기 능력을 어떻게 하면 키울 수 있을까? 이 책은 특정 대상의 학습자에 한정하지 않고, 중학교에서 고등학교까지 여러 층의 학습자를 대상으로 읽기 지도 방안을 제시하고 있다. 중학교와 인문계 고등학교에서의 읽기 교육, 특성화 고등학교에서의 읽기 교육을 다루면서 한 학기 한 권 읽기의 독서 교육, 문학 읽기 수업, 비문학 읽기 수업, 대입 문제풀이식 읽기 수업 등 현재 국어 교실에서 이루어지고 있는 읽기 교육 전반에 대해 촘촘하게 다루고 있다.

최근 우리 학생들의 문해력이 심심찮게 이야기되고 있다. 문해력(文解力)은 한자의 뜻으로 보면 글을 해석, 이해할 수 있는 능력이다. 영어로는 ‘리터러시(literacy)’라고 한다. ‘문식성’으로도 일컫는 문해력은 보통 글에 담긴 의미를 이해하는 읽기 능력을 말한다. 글의 내용을 이해하는 능력은 국어 교과를 포함한 모든 교과에서 요구되는 기본적인 학습 능력이다.
이러한 학생들의 읽기 능력을 어떻게 하면 키울 수 있을까? 이 책은 특정 대상의 학습자에 한정하지 않고, 중학교에서 고등학교까지 여러 층의 학습자를 대상으로 읽기 지도 방안을 제시하고 있다. 중학교와 인문계 고등학교에서의 읽기 교육, 특성화 고등학교에서의 읽기 교육을 다루면서 한 학기 한 권 읽기의 독서 교육, 문학 읽기 수업, 비문학 읽기 수업, 대입 문제풀이식 읽기 수업 등 현재 국어 교실에서 이루어지고 있는 읽기 교육 전반에 대해 촘촘하게 다루고 있다.

Information Provided By: :

머리말 / 3

제1장 읽기 교육의 내용 / 김현수 ·······················································11
1. 읽기 교육의 영역 ··································································13
2. 글의 원리 이해하기 ································································23
3. 읽기의 기본 기능 익히기 ·························································39
[1] 문장의 머리와 꼬리 살피기 ···················································40
[2] 문장에 담긴 의미 살피기 ·····················································46
[3] 중심 문장 찾기 ································································49
[4] 문맥의 이음새 살피기 ·························································52
[5] 문단의 소주제 파악하기 ······················································56
[6] 문단 간의 관계 파악하기 ·····················································59
4. 적극적으로 글 읽기 ································································62
[1] 추론하며 읽기 ·································································62
[2] 비판하며 읽기 ·································································81
[3] 글의 특성에 따라 전략적으로 읽기 ··········································88

제2장 독서 교육 지도 방안 - 한 학기 한 권 읽기 중심으로 / 정지성 ········95
1. 왜 독서 교육일까? ·································································97
2. 독서 교육 지도 방안 ·····························································102
[1] 한 학기 한 권 읽기 진행 사례 ·············································102
[2] 한 학기 한 권 읽기 과정중심평가 사례 ····································109
3. 독서 교육 실천 사례 ·····························································123
[1] 삶의 시기를 고려한 독서 교육-시집 읽기 ·································123
[2] 체험학습과 연결된 독서 & Change maker ······························128
[3] 작가의 삶을 통해 배우는, 삶을 위한 문해력 ······························134
[4] 모든 걸 아우르는 한 학기 한 권 읽기 끝판왕 버전! ·····················143
[5] 비문학 제재를 읽는 방법 ····················································151
[6] 평가는 어떻게? ······························································154
4. 독서 교육에 대한 고민과 제안 ··················································157
[1] 교육과정과 평가에 대해 ·····················································157
[2] 내가 생각하는 올바른 독서 습관 ···········································160

제3장 왁자지껄 중학생을 위한 읽기 수업 레시피 / 김진미 ····················165
1. 시 수업으로 시선 사로잡기 ······················································167
[1] 즐길 수밖에 없는 시의 개념 ················································168
[2] 슬픔이 자랑이 되는 문학의 아름다움 ······································172
2. 전지적 학생 시점 소설 수업 ·····················································174
[1] 내가 등장하는 고전 소설 ····················································178
[2] 문학 작품 속 시간 여행자 ··················································182
[3] 사랑의 기술을 읽는 소설 수업 ··············································191
3. 책이 좋아지는 프로젝트 수업 ···················································195
[1] 앗싸, 교과서 없는 시 요일 ·················································195
[2] 나와 너의 꿈 발견 프로젝트 ················································206
[3] 함께 읽고, 작가님께 직접 질문하기 ········································218
[4] 누구나 순식간에 읽는 단편 ·················································223
4. 나의 수업 해방 일지 ·····························································228
[1] 남중에서의 국어 수업 극복기 ···············································228
[2] 무조건 북클럽 ································································231
[3] 앞으로의 읽기, 현실 고민 ···················································236

제4장 앎이 삶이 되는 고등학교 읽기 교육 / 이경숙 ·····························243
1. 읽기 교육의 방향 ·································································245
2. 읽기 교육의 현장 ·································································246
[1] ‘나’를 찾아가는 글 읽기 ····················································248
[2] ‘우리’가 함께 가는 글 읽기 ·················································259
[3] ‘세상’ 속으로 다가가는 글 읽기 ············································278
3. 학생 소감문 및 교사 수업 일지 ·················································291
[1] 학생 소감문 ··································································291
[2] 수업 일지 ·····································································297
4. 읽기 수업 후기 ···································································301

제5장 미숙 독자를 위한 읽기 수업 / 이희진 ·······································305
1. 미숙 독자, 그들을 위한 이해 ····················································307
2. 수업으로 살아남기 ································································320
[1] 짝과 함께하는 읽기 수업 ····················································320
[2] 하브루타로 문학 작품 읽기 ·················································328
[3] 쉽게 하는 독서 수업 ························································348

3. 미래를 위한 노력과 고민 ························································364
[1] 직업기초능력평가와 읽기 능력 ··············································364
[2] 새로운 시대, 사회로 첫발을 내딛는 아이들 ································375