머리말 / 3

제1부 사회과의 수업 설계와 교재 연구

제1장 미래 교육과 사회과 패러다임의 전환 / 11
1. 미래 사회와 미래 교육 ······································································11
2. 미래 교육과 미래 시민 역량 ·····························································14
3. 시민 역량 교육과 사회과 패러다임의 전환 ······································20

제2장 사회과의 좋은 수업과 수업 설계 / 26
1. 사회과에서 좋은 수업의 의미 ····························································27
2. 사회과에서 좋은 수업의 기준과 요소 ···············································29
3. 좋은 수업을 위한 수업 설계의 방법 ·················································33

제3장 사회과의 수업 설계와 교재 연구 / 39
1. 사회과 교육과정의 이해 ·····································································40
2. 사회과의 수업 설계 모형 ···································································50
3. 사회과의 교재 연구 모형 ···································································56

제2부 사회과의 교수·학습 방법

제4장 블렌디드 러닝 / 71
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································71
2. 블렌디드 러닝의 유형 ········································································75
3. 스테이션 순환 학습의 방법 ·······························································77
4. 거꾸로 교실의 방법 ············································································82
5. 블렌디드 러닝의 효과 ········································································88

제5장 강의식 수업 / 91
1. 강의식 수업의 의미와 목표 ·······························································92
2. 강의식 수업의 특징 ············································································93
3. 강의식 수업의 유형과 방법 ·······························································94
4. 강의식 수업의 장점과 단점 ·······························································97

제6장 개념 학습과 일반화 학습 / 99
1. 개념 학습의 의미와 목표 ································································100
2. 속성 모형 ·························································································108
3. 원형 모형 ·························································································112
4. 상황 모형 ·························································································116
5. 개념 학습의 효과와 전략 ································································119
6. 일반화 학습 ······················································································121

제7장 문답식 수업과 질문법 / 125
1. 문답식 수업의 의미와 목표 ·····························································126
2. 문답식 수업의 장점과 단점 ·····························································128
3. 질문의 유형과 질문법 ······································································131
4. 문답식 수업의 방법 ·········································································140
5. 문답식 수업의 적용 ·········································································145
6. 문답식 수업의 한계 ·········································································147

제8장 탐구 학습 / 148
1. 탐구 학습의 의미와 목표 ································································148
2. 탐구 학습의 방법 ·············································································150
3. 탐구 학습의 적용 ·············································································151
4. 탐구 학습의 전략 ·············································································159

제9장 문제 해결 학습 / 161
1. ‘문제’의 성격과 종류 ·······································································162
2. 문제 해결 학습의 의미와 목표 ·······················································164
3. 문제 해결 학습의 방법 ····································································166
4. 문제 해결 학습의 적용 ··································································170

제10장 의사 결정 학습 / 172
1. 의사 결정 학습의 의미와 목표 ·······················································173
2. 개인적 의사 결정 학습의 방법 ·······················································178
3. 집단적 의사 결정 학습의 방법 ·······················································183
4. 의사 결정 학습의 한계 ····································································186

제11장 논쟁 문제 학습 / 188
1. 논쟁 문제 학습의 의미와 목표 ·······················································188
2. 논쟁 문제 학습의 방법 ····································································191
3. 논쟁 문제 학습의 적용 ····································································194
4. 논쟁 문제 학습에서 교사의 역할 ····················································201
5. 논쟁 문제 학습의 한계 ····································································205
6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············206

제12장 토론 학습 / 209
1. 토의와 토론의 의미 ·········································································210
2. 토론 학습의 목표와 효과 ································································212
3. 토론 학습의 유형 ·············································································215
4. 토론 학습의 방법 ···········································································216
5. 토론 학습의 규칙과 교사의 역할 ····················································223
6. 토론 학습과 논쟁 문제 학습의 비교 ··············································225

제13장 협동 학습 / 227
1. 협동 학습의 등장 배경 ····································································227
2. 협동 학습의 목표와 필요조건 ·························································229
3. 과제 분담 학습 모형(Jigsaw) ························································235
4. 집단 성취 분담 모형(STAD) ···························································242
5. 집단 탐구 모형(Group Investigation) ··········································245
6. 찬반 논쟁 협동 학습 모형(PCCL) ··················································248

제14장 가치 수업 / 253
1. 가치 수업의 의미와 목표 ································································254
2. 가치 주입의 방법과 적용 ································································256
3. 가치 명료화의 방법과 적용 ···························································260
4. 가치 분석의 방법과 적용 ································································264
5. 가치 탐구의 방법과 적용 ································································270
6. 도덕적 추론의 방법과 적용 ·····························································276

제15장 프로젝트 학습 / 281
1. 프로젝트 학습의 의미와 목표 ·························································281
2. 프로젝트 학습의 방법 ······································································284
3. 프로젝트 학습의 적용 ······································································286

제16장 현장 학습과 체험 학습 / 294
1. 현장 학습의 의미와 목표 ································································295
2. 현장 학습의 유형과 방법 ································································297
3. 체험 학습의 의미와 목표 ································································299
4. 체험 학습의 유형과 방법 ································································303
5. 체험 학습의 모형 ·············································································305
6. 체험 학습 프로그램의 적용 ·····························································312

참고문헌 / 317
부록
1. 사회과 수업 분석표 ·········································································327
2. 중등 임용시험 문제 분석 및 해설 ··················································328