4차 산업혁명과 스마트 혁명으로 미래 사회가 빠르게 변하고 있으며, 그에 따라 최근 미래 교육이 화두가 되고 있다. 미래 사회는 지식의 기억보다는 컴퓨터와 인공 지능(AI)이 하기 어려운 새로운 지식을 창출하거나 복잡한 문제를 창의적으로 해결할 수 있는 시민의 역량을 필요로 하기 때문이다.

그래서 P21, OECD, WEF 등 여러 단체들이 미래 교육에서 가르쳐야 할 핵심 역량을 제시하였다. 미래 핵심 역량을 교육하기 위해 교육 선진국들은 수년 전부터 전통적인 교육의 패러다임을 혁신적으로 전환하고 있다. 이러한 혁신의 물결에 맞추어 우리나라도 학생의 주도성에 기초하여 미래 역량을 기르기 위해 2022 개정 교육과정을 만들었다.

이처럼 학생 주도성, 핵심 역량, 미래 교육, 교육 패러다임의 전환에 대비하여 사회과는 어떤 시민 역량을 기르고 무엇을 어떻게 가르쳐야 할 것인지에 초점을 맞추어 교재의 내용을 대폭 개정하였다. 다만 사회과의 교재연구 방법, 20여 가지 교수･학습 방법에 대해서는 저자의 『사회과 교재연구 및 교수법』(3판)에서 자세히 소개하였다.

[목 차]
  

머리말 / 3

제1장 사회과의 개념 / 9

1. 사회과의 역사 ··································································································9

2. 사회과의 개념 정의 ·······················································································18

3. 사회과와 사회과학의 관계 ············································································20

제2장 사회과의 발전 과정 / 25

1. 미국 사회과의 발전 과정 ··············································································25

2. 한국 사회과의 발전 과정 ··············································································44

제3장 사회과의 목표 / 63

1. 사회과의 목표: 시민의 역량 육성 ································································63

2. 사회과의 목표 분류 ·······················································································67

3. 우리나라 사회과의 목표 ················································································72

제4장 사회 변동과 사회과교육의 변화 / 75

1. 세계화와 지역화 시대: 다중 시민성의 교육 ················································75

2. 4차 산업혁명과 미래 사회의 변화: 지식에서 핵심 역량으로 ·····················79

3. 민주 사회의 위기와 시민교육의 강화: 인성 교육, 민주시민교육 ···············88

제5장 사회과의 분과 영역 / 95

1. 지리 교육 ······································································································95

2. 역사 교육 ······································································································99

3. 정치 교육 ····································································································103

4. 법 교육 ········································································································107

5. 경제 교육 ····································································································110

6. 사회･문화 교육 ···························································································113

제6장 사회과의 이론적 접근 / 117

1. 사회과의 전통과 이론적 관점 ····································································117

2. 시민성 전달 모형 ························································································124

3. 사회과학 모형 ·····························································································130

4. 반성적 탐구 모형 ························································································136

제7장 사회과 교육과정의 조직 원리와 조직 유형 / 145

1. 환경 확대법 ·································································································146

2. 개념 중심 나선형 교육과정 ········································································149

3. 통합적 접근법 ·····························································································155

4. 교육과정의 지역화 ······················································································166

5. 사회과 교육과정의 조직 유형 ····································································168

6. 2022 개정 사회과 교육과정의 특징 ·························································175

제8장 미래 교육과 사회과교육 패러다임의 전환 / 197

1. 미래 교육과 미래 시민 역량 ······································································198

2. 교사 중심 교육 패러다임 ···········································································201

3. 학생 중심 교육 패러다임 ···········································································205

제9장 사회과에서 지식의 교육 / 211

1. 사회과의 목표로서 지식의 이해 ·································································212

2. 사실 학습 ····································································································212

3. 개념 학습 ····································································································214

4. 일반화 학습 ·································································································223

5. 협동 학습 ····································································································226

제10장 사회과에서 사고 기능의 교육 / 235

1. 사회과의 목표로서 고차적 사고력의 발달 ·················································235

2. 고차적 사고력의 의미와 유형 ····································································238

3. 탐구 학습 ····································································································247

4. 문제 해결 학습 ···························································································249

5. 의사 결정 수업 ···························································································253

6. 논쟁 문제 수업 ···························································································257

7. 비판적 사고력 교육 ····················································································263

8. 창의적 사고력 교육 ····················································································265

제11장 사회과에서 가치의 교육 / 269

1. 사회과의 목표로서 가치 교육의 발달 ························································269

2. 가치 주입 ····································································································273

3. 가치 명료화 ·································································································276

4. 가치 분석 ····································································································280

5. 가치 탐구 ····································································································283

6. 도덕적 추론 ·································································································286

제12장 사회과에서 행위의 교육 / 291

1. 사회과의 목표로서 행위의 교육 ·································································291

2. 현장 학습 ····································································································292

3. 체험 학습 ····································································································296

4. 시민 행동 교육 ···························································································301

제13장 사회과의 평가 / 305

1. 사회과의 평가 방법 ····················································································305

2. 사회과의 평가 방식의 전환 ········································································315

3. 사회과의 수행평가 ······················································································318

제14장 사회과 교사의 역할과 전문성 / 327

1. 사회과 교사의 역할 ····················································································327

2. 사회과 교사의 전문성 ·················································································332

3. 수업 비평과 수업 성찰 ···············································································339

제15장 사회과의 과제와 통합적 교육 / 343

1. 민주 시민 교육 ···························································································343

2. 다문화 교육 ·································································································349

3. 인권 교육 ····································································································355

4. 미디어 교육 ·································································································362

5. 인성 교육 ····································································································367

참고문헌 ············································································································375

찾아보기 ············································································································384

▶ 부록: 임용시험 문제 분석 및 해설 / 386