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