학생 참여형 수업의 교실 혁명

제1부 수업 철학 세우기
Chapter 01 좋은 수업의 의미 ····················································13
1. 수업의 특성 ························································13
2. 교사가 수업을 잘 해야 하는 몇 가지 이유 ·························19
3. 학습의 효율성을 높이는 최고의 교수법 ····························26
4. 수업을 결정짓는 학생의 활동 ······································28
5. 교사가 가르쳐야 하는 두 가지의 교육내용 ·························31
Chapter 02 교육의 현재와 미래 ··················································35
1. 한국 교육의 현재 ···················································35
2. 2015 개정 교육과정의 청사진과 문제점 ···························38
3. ‘행복교육’으로서 교육 ··············································45
Chapter 03 수업의 혁신 ···························································61
1. 교육의 새바람 하브루타 ············································61
2. 함께 배우며 성장하는 ‘배움의 공동체’ ·····························65
3. 역전학습의 거꾸로 교실 ············································74
4. 수업, 평가, 기록이 일체화하는 과정 중심 평가 ····················85
Chapter 04 낙오자 없는 교실 환경 만들기 ····································113
1. 완전학습 어떻게 가능한가 ········································113
2. 학습부진아 어떻게 지도할까 ······································118
3. 정서지능을 키우는 사회정서학습 ··································130
4. 아이와 소통하기 ···················································150
Chapter 05 인성교육 어떻게 할까 ··············································161
1. 인성의 의미 ·······················································161
2. 인성교육의 중요성과 원리 ········································169
3. 교과 수업에서의 인성교육 ········································178
Chapter 06 창의성 교육 어떻게 할까 ···········································185
1. 창의성 교육의 중요성 ·············································185
2. 창의성의 의미 ·····················································186
3. 창의적 사고의 특징 ···············································193
4. 교과 수업에서의 창의성 교육 ·····································199
5. 창의성 교육으로서의 문제중심학습(PBL) ··························213

제2부 수업 디자인하기
Chapter 07 수업의 설계 ·························································231
1. 수업 지도안의 설계 ···············································231
2. 창의적 수업의 설계 ···············································237
3. 수업 매체의 선정과 활용 ··········································246
Chapter 08 학습동기 유발을 위한 수업 전략 ··································251
1. 켈러의 ARCS 학습동기 이론 ······································251
2. 수업 도입(Opening)의 전략 ······································259
3. 수업 마무리(Closing)의 전략 ·····································262
4. 형성평가의 전략 ···················································265
Chapter 09 학습동기 유발을 위한 수업 기술 ··································269
1. 설명의 기술 ·······················································269
2. 발문의 기술 ·······················································272
3. 응답 처치의 기술 ·················································278
Chapter 10 배움 중심 수업의 전략 ·············································283
1. 배움 중심 수업이란 ···············································283
2. 학습유형에 따른 교수 처방 ·······································286
3. 배움 중심 수업의 설계 ············································288
4. 배움 중심 수업 설계의 실제 ······································292
Chapter 11 질문 수업의 전략 ···················································303
1. 질문 있는 교실을 만들려면 ·······································303
2. 질문 수업의 전략 ·················································310
3. 질문 수업의 사례 ·················································324
Chapter 12 협동학습의 전략 ·····················································333
1. 협동학습의 효과 ···················································333
2. 협동학습의 6가지 열쇠 ············································337
3. 협동학습의 전략 ···················································382
Chapter 13 토의ㆍ토론 수업의 전략 ············································389
1. 토의ㆍ토론 수업의 준비 ···········································389
2. 논제로 시작하는 토의ㆍ토론 수업 ·································401
3. 토의ㆍ토론 수업의 설계 ···········································406
4. 토의ㆍ토론 익히기 ················································418
5. 토의ㆍ토론 수업의 전략 ···········································429
Chapter 14 수업 성찰 ····························································455
1. 수업 성찰이란 ·····················································455
2. 수업 성찰의 준거 ·················································457
3. 수업 성찰의 방법 ·················································462