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추천사1 / iii
추천사2 / vi 추천사3 / ix 머리말 / xiii Chapter 1. 오늘의 수 1 교수 학습활동안 ································································· 2 수업의 실제：1차시 ····································································· 5 〈과제 소개〉 ·························································································· 5 〈개인 활동 시작〉 ·················································································· 6 〈전체 학급 토론〉 ················································································ 10 수업의 실제：2차시 ·································································· 18 〈전체 학급 토론〉 ················································································ 18 수업의 실제：3차시 ·································································· 33 〈“오늘의 수” 1차시 및 2차시 수업 상기〉 ············································ 33 참고문헌 / 46 Chapter 2. 동전은 몇 살일까 49 교수 학습활동안 ······························································· 50 수업의 실제：1차시 ·································································· 53 〈과제 소개〉 ························································································ 53 수업의 실제：2차시 ·································································· 59 〈학생의 시범〉 ····················································································· 65 〈개인 활동 1, 개인 활동 2, 심화활동의 병행〉 ···································· 69 수업의 실제：3차시 ·································································· 77 〈개인 활동 2와 심화활동〉 ·································································· 77 〈개인 활동 1에 대한 전체 학급 토론〉 ················································· 80 수업의 실제：4차시 ·································································· 91 〈전체 학급 토론〉 ················································································ 91 수업의 실제：5차시 ································································ 107 〈개인 활동 1에 대한 전체 학급 토론〉 ·············································· 107 〈개인 활동 2에 대한 전체 학급 토론〉 ·············································· 121 수업의 실제：6차시 ································································ 135 〈심화활동에 대한 전체 학급 토론〉 ··················································· 135 참고문헌 / 150 Chapter 3. 돼지 게임 151 교수 학습활동안 ····························································· 152 수업의 실제：1차시 ································································ 156 〈과제 소개〉 ······················································································ 156 〈2인 1 모둠 활동〉 ············································································ 165 〈전체 학급 토론〉 ·············································································· 167 수업의 실제：2차시 ································································ 169 〈전체 학급 토론〉 ·············································································· 169 수업의 실제：3차시 ································································ 181 〈전체 학급 토론〉 ·············································································· 181 〈과제 소개〉 ······················································································ 189 수업의 실제：4차시 ································································ 192 〈과제 소개〉 ······················································································ 192 〈2인 1 모둠 활동〉 ············································································ 195 〈전체 학급 토론〉 ·············································································· 198 수업의 실제：5차시 ································································ 203 〈전체 학급 토론〉 ·············································································· 203 수업의 실제：6차시 ································································ 218 〈전체 학급 토론〉 ·············································································· 218 수업의 실제：7차시 ································································ 231 〈전체 학급 토론〉 ·············································································· 231 수업의 실제：8차시 ································································ 243 〈전체 학급 토론〉 ·············································································· 243 수업의 실제：9차시 ································································ 255 〈전체 학급 토론〉 ·············································································· 255 〈덧셈 뺄셈 단원 수업에 대한 학생들의 소회〉 ··································· 257 참고문헌 / 266 찾아보기 ····················································································· 267 |
품목정보
- 발행일
- 2020년 05월 15일
- 쪽수, 무게, 크기
- 292쪽 | 188*257*20mm
- ISBN13
- 9788925414874
출판사 리뷰
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교사들이 원하는 수업! 교사인 내가 원하는 수업!
학생들의 생각을 따라가며 자연스럽게 교육과정이 재구성되는 수업! 이런 수업은 어쩌면 꿈에서 도전하면 이루어지려나 하고 종종 생각했었습니다.그러던 어느 날 교수님께서 학생들을 데리고 수업을 하겠다고 처음 제안해 주시고 우리 반 아이들과 함께 수업하는 모습을 보면서 ‘아하! 이렇게도 수업이 되는구나!’라는 것을 절실히 느꼈습니다. 그래서 2년이 지나고 다시 한번 더 수업 요청이 왔을 때 교사인 저는 흔쾌히 함께하겠다고 대답을 했습니다. 흔쾌히 대답할 수 있었던 이유는 먼저, 이 책의 주인공 3학년 학생들 중 일부는 1학년 때 교수님이랑 수업을 했는데 수업 시간에 했던 활동들과 그 활동들을 하면서 자신이 어떤 반응을 보였는지를 2년이 지나도록 여전히 기억하고 이야기를 하는 학생들이 있었기 때문입니다. 돌아서면 잊어버린다는 학생들이, 2년이 지나도록 기억하고 있다는 것은 학생들에게 정말 의미가 있는 수업이었기 때문이 아닐까 하는 생각을 해 보게 됩니다. 또한 학부모님들께서도 당시 아이들이 1학년이었지만 교수님과 나눈 대화, 교수님과 수업 후 담임과의 추가 활동들에 대해 학생들의 이야기를 듣고, 우리 아이의 생각이 커가는 것을 느낄 수 있었다는 의견과 함께 흔쾌히 수업에 동의해 주셨습니다. 이런 점들을 보면 교수님께서 실천하신 수업 방법이 100%는 아니더라도 교사와 학생과 학부모가 만족하고 수업을 또 하면 좋겠다고 생각하게 하는 흔치 않은 수업 방법이 아니었나 하고 생각해 봅니다. |
