홈앤서비스 SK BROADBAND

오랫동안 사회과 교육을 강의해왔지만, 사회과 교과의 통합이란 주제는 여전히 가르치기가 쉽지 않다. 이 주제는 사회과 교과의 목적을 의미하면서 동시에 정체성을 의미한다. 그렇지만 사회과 통합을 분명하게 이해하고 말로 표현하는 것은 쉽지 않고, 그것의 실현수단을 제시하는 것은 더더욱 어렵다. 간혹 사회과 통합에 관한 논문들이 발표되기도 하지만, 논문들 대부분이 이론 제기에 그치기 때문에 수업에서 실천으로 이어지는 것은 찾아보기가 힘들다.
그래서 최근 ‘사회과 간학문적 단원주제 선정’, ‘사회과 간학문적 통합의 두 요소’란 글들을 쓰면서, 그동안 연구들이 미흡하고, 진척된 바도 없지만, 묶어두면 이 분야를 연구하는 누군가에게 도움이 되지 않을까 하는 생각을 하였다. 이 책은 1부에서는 사회과 교과의 정체성으로서 통합을, 2부에서는 간학문적 단원수업 모형과 실제 교실수업 사례를, 3부는 한국과 미국의 교과서에 대한 간학문적 단원 분석을 다룬, 9편의 논문으로 구성하였다.

머리말 ····································································3
서문: 삶을 위한 통합적 사회과 교육 ···································11

제1부 사회과 통합과 간학문적 단원
1장 사회과 교과의 정체성 ··················································21
1. 사회변동과 교과목의 변화 ···········································22
2. 사회과 교과에 대한 도전 ············································25
3. 분과와 통합의 균형 잡기 ············································30

2장 사회과 간학문적 통합의 구성요소 ·····································35
1. 사회과 통합 교과의 형성 ············································36
2. 통합의 구성 요소 1: 간학문적 개념 선정 ···························41
3. 통합의 구성 요소 2: 단원주제 선정 ·································49
4. 사회과 통합 구성 체계의 변천 ······································55

제2부 사회과 간학문적 단원구성 수업의 실제
3장 사회과 간학문적 단원주제 ··············································63
1. 간학문적 단원주제의 필요성 ·········································64
2. 간학문적 단원주제로서 운송통신수단 ································68
3. 간학문적 단원주제로서 운송혁명 ····································75
4. 간학문적 단원주제로서 통신혁명 ····································85
5. 운송통신수단의 간학문적 이해와 학문하기 ··························95

4장 간학문적 단원구성 원리와 실행 모형 ································103
1. 사회과 간학문성의 필요성 ··········································104
2. 사회과 간학문적 수업의 수준 ······································108
3. 간학문적 수업 사례: 운송수단 ·····································113
4. 간학문적 학습 모형의 적용 ········································116

5장 사회과 간학문적 단원수업의 실제 ····································123
1. 간학문적 단원 주제 선정과 수업방법 ······························124
2. 주제중심 간학문적 단원구성의 실제: 23개 운송수단 ··············131
3. 간학문적 단원 교수방법의 특징 ····································155

6장 사회과 중심 범교과적 통합의 실제 ···································161
1. 영국의 통합적 학습 동향 ···········································162
2. 일년 학습에서 범교과적 통합 ······································164
3. 일일 학습에서 범교과적 통합 ······································171
4. 영국의 범교과적 수업의 특징 ······································179

제3부 사회과 교과서 간학문적 단원구성 체계
7장 미국 사회과 교과서 간학문적 단원구성 체계 ························183
1. 대단원 단원구성 체계 ··············································184
2. 학년별 중단원 구성 체계 ···········································186
3. 3학년 소단원 구성 체계 ············································194
4. 미국 교과서 간학문적 단원구성 체계의 특징 ······················199

8장 제6차 사회과 교과서 간학문적 단원구성 체계 ·······················203
1. 사회과 교육과정에 제시된 간학문적 수업의 방향 ··················204
2. 전학년 대단원 구성 체계 ···········································208
3. 학년별 중단원 구성 체계 ···········································211
4. 토픽 중심 소단원 구성 체계 ·······································224
5. 제6차 사회과 교과서 통합 구조의 특징 ····························230

9장 제7차 사회과 교과서 간학문적 단원구성 체계 ·······················235
1. 대단원 단원구성 체계 ··············································236
2. 학년별 중단원 구성 체계 ···········································239
3. 소단원 생략과 교사의 역할 ········································249
4. 미국과 한국의 교과서 단원구성 체계 비교 ························254

찾아보기 ·······························································260