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· 제목 : 다문화사회 교수방법론
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교육학 일반
· ISBN : 9788925414980
· 쪽수 : 342쪽
· 출판일 : 2023-01-20
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교육학 일반
· ISBN : 9788925414980
· 쪽수 : 342쪽
· 출판일 : 2023-01-20
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법무부장관이 인정하는 ‘사회통합 프로그램 다문화사회 전문가’ 양성에 필요한 학위 과정의 필수과목 중의 하나인 ‘다문화사회 교수방법론’의 교재다. 우리나라는 문화체육관광부, 보건복지부, 여성가족부, 법무...
본서는 법무부장관이 인정하는 ‘사회통합 프로그램 다문화사회 전문가’ 양성에 필요한 학위 과정(법무부훈령 제1186호)의 필수과목 중의 하나인 ‘다문화사회 교수방법론’의 교재로 개발되었다. 우리나라는 문화체육관광부, 보건복지부, 여성가족부, 법무부, 교육부 등 부처별 다문화 전문가(강사)를 양성하고 있다.
목차
머리말 / 3
제1장 다문화 교수ㆍ학습의 기초 ·················································11
1. 다문화의 개념 ······························································11
2. 다문화교육의 개념 ··························································13
3. 한국의 다문화와 다문화교육 ···············································15
4. 다문화 교수방법의 방향 ···················································22
제2장 수업의 전개와 수업목표 ····················································39
1. 교수ㆍ학습의 전개 ·························································39
2. 수업목표의 진술 ····························································45
3. 교수ㆍ학습 지도안 ·························································54
제3장 학습동기 ·······································································61
1. 동기와 학습동기 ····························································61
2. Keller의 12가지 학습동기 ·················································69
3. Chapman과 Vagle의 25가지 학습동기 ··································77
제4장 설명식 수업과 문답식 수업 ···············································95
1. 설명식 수업 ·································································95
2. 문답식 수업 ·······························································108
제5장 개별화 수업 ·································································123
1. 개별화 수업의 개념과 특징 ··············································123
2. 개별화 수업에서 고려할 개인차 ··········································129
3. 개별화 수업의 종류와 응용 ··············································137
제6장 토의ㆍ토론 수업 ····························································153
1. 토의ㆍ토론 수업의 기초 ··················································153
2. 토의ㆍ토론 수업의 준비 ··················································158
3. 토의ㆍ토론 수업의 종류 ··················································165
제7장 탐구 수업과 프로젝트 수업 ··············································175
1. 탐구 수업 ··································································175
2. 프로젝트 수업 ·····························································182
제8장 협동학습 ·····································································203
1. 학습목표구조와 다문화 수업 ·············································203
2. 협동학습방법의 특징 ······················································210
3. 협동학습의 종류 ···························································214
제9장 미디어 활용 수업 ··························································225
1. 미디어 활용 수업의 목적과 특징 ········································225
2. 미디어 활용 수업 모형 ···················································231
제10장 문화예술 활용 수업 ························································243
1. 문화예술교육의 개념 및 배경 ············································243
2. 문화예술 활용 다문화교육 ················································250
제11장 다중지능 수업 ·······························································269
1. 다중지능 이론의 개념과 배경 ············································269
2. 다중지능 수업의 특징 ····················································276
3. 다중지능 수업과 다문화교육 ·············································280
제12장 스토리텔링과 극화 수업 ··················································291
1. 스토리텔링 수업 ···························································291
2. 스토리텔링 수업방법 ······················································296
3. 극화(劇畫) 수업 ···························································303
제13장 평가 ···········································································313
1. 평가의 기초 ·······························································313
2. 평가의 실제 ·······························································321
3. 평가문항 제작의 원리 ····················································331
제1장 다문화 교수ㆍ학습의 기초 ·················································11
1. 다문화의 개념 ······························································11
2. 다문화교육의 개념 ··························································13
3. 한국의 다문화와 다문화교육 ···············································15
4. 다문화 교수방법의 방향 ···················································22
제2장 수업의 전개와 수업목표 ····················································39
1. 교수ㆍ학습의 전개 ·························································39
2. 수업목표의 진술 ····························································45
3. 교수ㆍ학습 지도안 ·························································54
제3장 학습동기 ·······································································61
1. 동기와 학습동기 ····························································61
2. Keller의 12가지 학습동기 ·················································69
3. Chapman과 Vagle의 25가지 학습동기 ··································77
제4장 설명식 수업과 문답식 수업 ···············································95
1. 설명식 수업 ·································································95
2. 문답식 수업 ·······························································108
제5장 개별화 수업 ·································································123
1. 개별화 수업의 개념과 특징 ··············································123
2. 개별화 수업에서 고려할 개인차 ··········································129
3. 개별화 수업의 종류와 응용 ··············································137
제6장 토의ㆍ토론 수업 ····························································153
1. 토의ㆍ토론 수업의 기초 ··················································153
2. 토의ㆍ토론 수업의 준비 ··················································158
3. 토의ㆍ토론 수업의 종류 ··················································165
제7장 탐구 수업과 프로젝트 수업 ··············································175
1. 탐구 수업 ··································································175
2. 프로젝트 수업 ·····························································182
제8장 협동학습 ·····································································203
1. 학습목표구조와 다문화 수업 ·············································203
2. 협동학습방법의 특징 ······················································210
3. 협동학습의 종류 ···························································214
제9장 미디어 활용 수업 ··························································225
1. 미디어 활용 수업의 목적과 특징 ········································225
2. 미디어 활용 수업 모형 ···················································231
제10장 문화예술 활용 수업 ························································243
1. 문화예술교육의 개념 및 배경 ············································243
2. 문화예술 활용 다문화교육 ················································250
제11장 다중지능 수업 ·······························································269
1. 다중지능 이론의 개념과 배경 ············································269
2. 다중지능 수업의 특징 ····················································276
3. 다중지능 수업과 다문화교육 ·············································280
제12장 스토리텔링과 극화 수업 ··················································291
1. 스토리텔링 수업 ···························································291
2. 스토리텔링 수업방법 ······················································296
3. 극화(劇畫) 수업 ···························································303
제13장 평가 ···········································································313
1. 평가의 기초 ·······························································313
2. 평가의 실제 ·······························································321
3. 평가문항 제작의 원리 ····················································331
