왜 지금 국제 바칼로레아(IB)인가교육 혁신과 국가 미래 (양장본 Hardcover)

왜 지금 국제 바칼로레아(IB)인가교육 혁신과 국가 미래 (양장본 Hardcover)

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Vendor: 교육과학사 - 에리구치 칸도
Type: 교육학이론
SKU: 9788925415772
Categories: ALL BOOKS 대학교재 a
Tags: 왜지금국제바칼로레아IB인가교육혁신과국가미래양장본Hardcover 인문_교육학
Description
IB의 정수는 「탐구하는 마음」에 있다. 대학입학시험에 크게 영향을 받는 일본 학교교육의 문제를 교육 본질에 근거한 현장의 관점을 가지고 「국제 바칼로레아」를 통해 통렬하게 비판한 명저!
본 저서는 최근에 각광을 받고 있는 국제 바칼로레아 교육에 대해서 일본의 사정을 진솔하게 소개하고 있는 재미있는 내용을 담고 있다. 국내에서 IB프로그램 도입과 관련해서는 수년 전부터 많은 논의가 진행되어 왔다. 거시적으로 보면 IB가 추구하는 교육철학이나 방향은 매우 타당한 것으로 평가받고 있다. IB 교육의 목적(Mission Statement)이나 학습자상만을 봐도 기존 교육과는 다른 가치를 전제하고 있다. 특히 미시적으로는 수업방법이나 평가방법에서 탐구중심 수업이나 질 높은 개념 기반의 학습을 추구하고 있다. 사회적으로 논란이 모두 사라진 것은 아니지만 최소한 교육 혁신의 한 방안을 고민해 볼 수 있는 중요한 계기로 작용하는 것만은 분명해 보인다. 한국의 국가 교육과정 틀 안에서도 IB 교육은 가능하며, 지도적으로 전혀 문제가 안 된다. 오히려 국가 교육과정을 더욱 풍부하게 실행할 수 있는 기름진 토양을 제공해준다. 그리고 수능 방식과 대학입시 문제 해결에 중요한 마중물 역할을 할 수 있어 이 분야에 대한 미래가 크게 기대된다.
저자

에리구치칸도

에리구치칸도(江里口歡人)
1956년에히메현마쓰야마시출생
1982년도쿄대학교농학부졸업,1985년도쿄대학교교육학부졸업
1988년캘리포니아대학교로스앤젤레스캠퍼스(UCLA)교육학대학원입학,1990년교육학석사과정,1993년박사과정수료,1995년교육학박사학위를취득.
1994년4월부터다마가와대학학술연구소강사,다마가와학원국제교육센터부센터장,동학원연수센터부센터장을거쳐현재,다마가와대학교육학부교육학과준교수.다마가와학원의국제바칼로레아프로그램도입에종사
2014년다마가와대학대학원교육학연구과에IB교원양성코스를시작.문부과학성국제바칼로레아TOK에관한조사연구회의유식자(有識者)멤버등을역임.
공저로‘아이의마음을강하게하는책’-자아존중감의육아론PHP연구소,‘학교교육제도개론’다마가와대학출판부,‘부모가자식에게주는행복선물’(공역)다마가와대학출판부가있다.

목차

추천사·····································································6
역자서문································································17
원저자소개······························································21
한국어판서문···························································22
서문······································································26

제1장주입식교육은이제그만두자····································37
1.궁지에몰린교육····················································39
2.지나치게완벽한학습지도요령(국가교육과정)·····················42
3.개성이란무엇인가···················································45
4.세계시민이라는사고방식············································50
5.교육이라는말의의미···············································54

제2장IB교육의현장·······················································57
1.교사는수업에서촉진자(facilitator)역할···························59
2.학생의발언은무엇이든OK이고GoodJob!······················62
3.괴상한영어교육·····················································64
4.정답찾기가아닌수업··············································69
5.정상에오르는길은하나가아니다·································73
6.지식은주입하는것이아니라사용하는것이다····················75
7.일본학교에서우수생이라는의미··································78

제3장IB와사회와기업····················································83
1.영어콤플렉스를없애라·············································85
2.아훔(阿?)의호흡을설명할수있나요?···························88
3.기업이필요로하는새로운유형의인재···························90
4.수업출석률이좋은최고의대학생·································94
5.크리에이티브(creative)가의미하는것은?··························97

제4장삶을살아가는힘···················································103
1.국가가제시하는‘살아가는힘’에대한정의(定義)···············105
2.학교교육이유일한것은아니다···································111
3.수험트라우마······················································113
4.커뮤니케이션영어란무엇인가····································116
5.학교는삶의방식을가르치는장이되어야한다·················120
6.IB의이상적인학급당인원수·····································124
7.「총합적학습의시간」이지향하는바·····························128

제5장IB교육과정과실천················································133
1.IB에대한기대와불안·············································135
2.대학입시제도에문제를걸다·······································141
3.IB도입의인증·····················································144
4.교사양성의문제····················································147
5.자유롭게수업을진행해도괜찮아·································149

제6장안녕,수험생시대여···············································153
1.우리가겪은수험생시대··········································155
2.도쿄대학교라는장(場)·············································160
3.도쿄대학교를높게평가하지않는사람들························165
4.수험공부로는자아존중감(self-esteem)이길러지지않는다····168
5.삶의질······························································171

저자후기·······························································174
역자후기·······························································178
참고문헌································································182
역자주출처····························································188
그림출처·······························································191
부록·····································································193

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