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목차
머리말 ····································································3
서문: 삶을 위한 통합적 사회과 교육 ···································11
제1부 사회과 통합과 간학문적 단원
1장 사회과 교과의 정체성 ··················································21
1. 사회변동과 교과목의 변화 ···········································22
2. 사회과 교과에 대한 도전 ············································25
3. 분과와 통합의 균형 잡기 ············································30
2장 사회과 간학문적 통합의 구성요소 ·····································35
1. 사회과 통합 교과의 형성 ············································36
2. 통합의 구성 요소 1: 간학문적 개념 선정 ···························41
3. 통합의 구성 요소 2: 단원주제 선정 ·································49
4. 사회과 통합 구성 체계의 변천 ······································55
제2부 사회과 간학문적 단원구성 수업의 실제
3장 사회과 간학문적 단원주제 ··············································63
1. 간학문적 단원주제의 필요성 ·········································64
2. 간학문적 단원주제로서 운송통신수단 ································68
3. 간학문적 단원주제로서 운송혁명 ····································75
4. 간학문적 단원주제로서 통신혁명 ····································85
5. 운송통신수단의 간학문적 이해와 학문하기 ··························95
4장 간학문적 단원구성 원리와 실행 모형 ································103
1. 사회과 간학문성의 필요성 ··········································104
2. 사회과 간학문적 수업의 수준 ······································108
3. 간학문적 수업 사례: 운송수단 ·····································113
4. 간학문적 학습 모형의 적용 ········································116
5장 사회과 간학문적 단원수업의 실제 ····································123
1. 간학문적 단원 주제 선정과 수업방법 ······························124
2. 주제중심 간학문적 단원구성의 실제: 23개 운송수단 ··············131
3. 간학문적 단원 교수방법의 특징 ····································155
6장 사회과 중심 범교과적 통합의 실제 ···································161
1. 영국의 통합적 학습 동향 ···········································162
2. 일년 학습에서 범교과적 통합 ······································164
3. 일일 학습에서 범교과적 통합 ······································171
4. 영국의 범교과적 수업의 특징 ······································179
제3부 사회과 교과서 간학문적 단원구성 체계
7장 미국 사회과 교과서 간학문적 단원구성 체계 ························183
1. 대단원 단원구성 체계 ··············································184
2. 학년별 중단원 구성 체계 ···········································186
3. 3학년 소단원 구성 체계 ············································194
4. 미국 교과서 간학문적 단원구성 체계의 특징 ······················199
8장 제6차 사회과 교과서 간학문적 단원구성 체계 ·······················203
1. 사회과 교육과정에 제시된 간학문적 수업의 방향 ··················204
2. 전학년 대단원 구성 체계 ···········································208
3. 학년별 중단원 구성 체계 ···········································211
4. 토픽 중심 소단원 구성 체계 ·······································224
5. 제6차 사회과 교과서 통합 구조의 특징 ····························230
9장 제7차 사회과 교과서 간학문적 단원구성 체계 ·······················235
1. 대단원 단원구성 체계 ··············································236
2. 학년별 중단원 구성 체계 ···········································239
3. 소단원 생략과 교사의 역할 ········································249
4. 미국과 한국의 교과서 단원구성 체계 비교 ························254
찾아보기 ·······························································260
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