수업 이해하기 (교육과정과 교사의 딜레마 | 양장본 Hardcover)

수업 이해하기 (교육과정과 교사의 딜레마 | 양장본 Hardcover)

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Vendor: 교육과학사 - 서근원
Type: 교육방법
SKU: 9788925412528
Categories: ALL BOOKS 대학교재 a
Tags: 수업이해하기교육과정과교사의딜레마양장본Hardcover 인문_교육학
Description
수업을 교사를 중심으로 구조적으로 이해하는 것은 그 자체로서 중요한 의미를 가진다. 누군가가 학교의 수업에서 교사가 어떤 구조적 상황 속에 놓여 있고, 그 속에서 교사가 어떤 경험을 할 수밖에 없는지를 이해하고자 한다면 이 책에서 시도한 접근이 유용하게 쓰일 수 있다. 그리고 이와 관련된 연구는 앞으로 계속 이루어질 필요가 있다. 한편, 이 접근 방법을 응용하면 수업을 학생을 중심으로 구조적으로 이해하는 것도 가능하다. 이와 관련된 연구 역시 앞으로 필요하다. 요컨대, 맥락에 따라서 수업을 교사를 중심으로 구조적으로 이해하는 일은 그 자체로서 중요한 의의를 가진다. 이 책은 그와 관련하여 하나의 예시가 될 수 있다. 수업을 교사를 중심으로 구조적으로 이해하는 것은 학교의 수업을 개선하기 위해 애쓰는 사람들에게 중요한 시사를 제공할 수 있다.
저자

서근원

저자서근원은
서울교육대학교초등교육과(교육학심화과정)졸업
서울무학,구암,대림초등학교교사
서울대학교대학원교육학과석사졸업(교육인류학전공)
서울대학교대학원교육학과박사졸업(교육인류학전공)
서울교육대학교박사후연수
서울대학교,성균관대학교,중앙대학교,건국대학교,세종대학교,가톨릭대학교,한국방송통신대학교,서울교육대학교,인천교육대학교,청주교육대학교강사
대통령자문교육혁신위원회자문위원
서울대학교교육연구소연구원
한국교육개발원부연구위원(대우)
청주교육대학교연구교수
한국교육과정평가원부연구위원
대구가톨릭대학교교직부조교수
대구가톨릭대학교교육학과부교수(현재)

주요저서
수업을왜하지?(2003,우리교육)수업에서의소외와실존(2009,교육과학사)
학교혁신의길(2012,강현출판사)학교혁신의패러독스(2012,강현출판사)
해석주의교육사회학탐구(2012,강현출판사)나를비운그자리에아이들을(2012,교육과학사)
공동체는어디에있을까?(2013,교육과학사)수업,어떻게볼까?(2013,교육과학사)
풀뿌리교육론(2016,교육과학사)

목차

머리말:수업이해의길(3)·····················································································3

제1부수업의이해와교사의딜레마···································································15
1.수업이해의의미···························································································17
2.수업의이해와맥락························································································31
3.교사의딜레마································································································43

제2부교사의딜레마해결전략:수업상황구성···········································65
1.학교수업의구조와교사의딜레마································································67
2.학생통제하기································································································77
3.시간과공간재구성하기·················································································85
4.컴퓨터이용하기····························································································91
5.돌아다니기····································································································99

제3부교사의딜레마해결전략:교과서운영···············································107
1.교과서해설하기··························································································109
2.교과서공연하기··························································································121
3.징검돌놓기·································································································131

제4부교사의딜레마해결전략:교육과정탈주··········································141
1.교과서재구성하기·······················································································143
2.교육과정재편성하기···················································································153
3.교육과정생성하기·······················································································171

제5부교사의수업을방해하는것들································································179
1.수업을방해하는교육부와교육청·······························································181
2.수업을방해하는국가교육과정···································································195
3.수업을방해하는수업방법··········································································213
4.수업을방해하는교육정책··········································································225

부록학교수업에서의교사의딜레마····························································245
1.수업의이해·································································································247
2.교사의수업상황·························································································267
3.교사의딜레마와탈딜레마···········································································291
4.수업과교사·································································································305
참고문헌·············································································································310

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