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 참가·사고·성취하는 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