아이엠에듀

사회
2022 개정 사회과 교육과정
교육과정 설계의 개요 ··········································· 15
01 성격 및 목표 ·················································· 17
02 내용 체계 및 성취기준 ··········································· 19
03 교수ㆍ학습 및 평가 ················································ 50
사회과 교과교육론
Ⅰ 사회과 교수ㆍ학습 모형 ···········································58
01 개념 학습 모형 ··············································· 58
02 탐구 학습 모형 ··············································· 62
03 문제 해결 학습 모형 ············································· 65
04 의사 결정 학습 모형 ············································· 68
05 논쟁 문제 학습 모형 ············································· 72
06 협동 학습 모형 ············································· 76
07 가치 학습 모형 ············································· 81
Ⅱ 사회과 수업 기법 ·················································· 85
01 현장 학습 ······················································ 85
02 지도 학습 ························································ 86
03 사료 학습 ······················································ 87
04 인물 학습 ······················································ 88
05 극화 학습 ······················································ 89
06 그 외 다양한 수업 기법 ············································91
Ⅲ 사회과의 궁극적 목표 ‘시민성’ ···········································92
01 시민성의 개념 ················································· 92
02 시민성의 구성 요소 ················································· 93
Ⅳ 사회과의 고급 사고력 ··········································· 97
01 고급 사고력의 바탕이 되는 반성적 사고 ··········································· 97
02 사회과 교육 목표의 최근 경향 ··············································98
03 고급 사고력의 종류 ················································· 99
Ⅴ 사회과 교육의 본질에 대한 유형 ·················································· 101
01 시민성 전달(Citizenship Transmission) 모형 ··········································· 101
02 사회과학(Social Science) 모형 ············································103
03 반성적 탐구(Reflective Inquiry) 모형 ·············································· 105
04 사회 비판(Informed Social Criticism) 모형 ··········································· 107
05 개인적 발달(Personal Development) 모형 ············································ 107
Ⅵ 사회과 교육과정의 내용 구성 원리 ·············································· 109
01 환경 확대법의 탄력적 적용 ·················································109
02 주제 중심의 통합적 구성 ·····················································110
03 교육과정의 지역화 ··············································· 111
04 나선형 교육과정의 원리 ············································111
Ⅶ 사회과 역사 및 지리 영역의 지도 ················································ 112
01 시간 인지 발달단계의 정리 ·················································112
02 역사 영역의 학습 방법: 추체험 학습 ··············································· 113
03 역사적 사고력 ··············································· 114
04 지리적 사고력 ··············································· 115
Ⅷ 사회과에서의 범교과 학습 주제 및 미래 사회 대비 융합 교육 ····················· 117
01 글로벌 시민 교육(세계 시민 교육) ··················································· 117
02 다문화 교육 ·················································· 117
03 지속 가능 발전 교육(ESD, Education for Sustainable Development) ·············· 118
04 인구 교육 ······················································ 119
05 안전 교육 ···················································· 119
06 인권 교육 ······················································ 120
07 디지털 시민성 교육 ··············································· 120
Ⅸ 사회과 평가 방법 ················································ 123
01 면접 ·············································· 123
02 토론 ··············································· 123
03 논술 ··············································· 124
04 관찰 ··············································· 125
05 (연구) 보고서 ················································ 125
06 포트폴리오 ···················································· 126

도덕
2022 개정 도덕과 교육과정
교육과정 설계의 개요 ·················································· 131
01 성격 및 목표 ················································ 133
02 내용 체계 및 성취기준 ·············································135
03 교수ㆍ학습 및 평가 ·············································· 141

음악
2022 개정 음악과 교육과정
교육과정 설계의 개요 ·················································· 149
01 성격 및 목표 ················································ 152
02 내용 체계 및 성취기준 ·············································154
03 교수ㆍ학습 및 평가 ·············································· 164
음악과 교과교육론
Ⅰ 달크로즈 교수법 ·················································· 171
01 배경 ··············································· 171
02 교수 방법 ······················································ 172
Ⅱ 코다이 교수법 ············································· 174
01 이론적 기초 ·················································· 174
02 교수 방법 ······················································ 176
03 초등 음악 교육에 미치는 시사점 및 한계 ·············································· 178
Ⅲ 오르프 교수법 ············································· 180
Ⅳ 고든의 음악 학습 이론 ···········································184
Ⅴ 음악과 평가 방법 ················································ 186

미술
2022 개정 미술과 교육과정
교육과정 설계의 개요 ·················································· 195
01 성격 및 목표 ················································ 197
02 내용 체계 및 성취기준 ·············································198
03 교수ㆍ학습 및 평가 ·············································· 208
미술과 교과교육론
Ⅰ 로웬펠드의 표현 능력 발달 단계 ·················································· 217
Ⅱ 가드너의 감상 능력 발달 단계 ······················································ 223
Ⅲ 펠드만(Feldman)의 미술 비평 지도과정 ············································· 225
Ⅳ 로웬펠드와 아이스너의 미술교육이론 비교 ······················································· 226
Ⅴ 3~4학년 학생의 특성 ·············································228
Ⅵ 5~6학년 학생의 특성 ·············································231
Ⅶ 미술 교육의 흐름과 동향 ··················································234
01 표현 기능 중심 미술 교육 ···················································234
02 창의성 중심 미술 교육 ·············································234
03 학문 중심 미술 교육 ············································· 235
04 시각 문화 미술 교육 ············································· 236
05 다문화 미술 교육 ·················································· 237
06 생태학적 미술 교육 ··············································· 238
07 융합 미술 교육 ············································· 238
08 지역 사회 중심 미술 교육 ···················································239
09 구성주의 미술 교육 ··············································· 239
10 포스트 디지털 시대의 미술 교육 ····················································· 240
Ⅷ 미술과 교수ㆍ학습 모형 ····················································241
01 직접 교수법 ·················································· 241
02 반응 중심 학습법 ·················································· 242
03 창의적 문제 해결법 ··············································· 243
04 귀납적 사고법 ··············································· 244
Ⅸ 미술과 평가 방법 ················································ 247
01 서술형 및 논술형 평가 ·············································247
02 관찰법 ············································ 247
03 발표 및 토의ㆍ토론법 ··········································· 247
04 자기 평가 및 동료 평가 ···········································248
05 연구보고서법 ················································ 248
06 감상문 ············································ 248
07 포트폴리오법 ················································ 249
08 실기 평가 ······················································ 249
09 프로세스폴리오법 ················································· 249

체육
2022 개정 체육과 교육과정
교육과정 설계의 개요 ·················································· 255
01 성격 및 목표 ················································ 257
02 내용 체계 및 성취기준 ·············································259
03 교수ㆍ학습 및 평가 ·············································· 277
체육과 교과교육론
Ⅰ 수업 지도 전략 ··········································· 292
01 학습과제의 개발 ··········································· 292
02 학습과제의 전달 ··········································· 294
03 학습과제의 연습 및 수정 ·····················································297
04 평가 ··············································· 303
Ⅱ 수업 관리 전략 ··········································· 307
01 효율적인 교수 행동 ··············································· 307
Ⅲ 체육 수업의 흐름 ················································ 313
01 체육 수업 전 ················································ 313
02 체육 수업 중 ················································ 316
03 체육 수업 후 ················································ 318
Ⅳ 직접 교수 모형 ··········································· 321
01 직접 교수 모형의 이론적 기초 ············································321
02 직접 교수 모형에서의 교수ㆍ학습 단계 ··········································· 321
03 직접 교수 모형을 활용한 수업의 예시 ············································· 323
Ⅴ 개별화 수업 모형 ················································ 325
01 개별화 수업 모형의 이론적 기초 ····················································· 325
02 개별화 수업 모형을 활용한 수업의 예시 ················································ 326
Ⅵ 협동 학습 모형 ··········································· 328
01 협동 학습 모형의 이론적 기초 ············································328
02 협동 학습 모형의 3가지 기본 개념(Slavin, 1983) ················································ 328
03 협동 학습 모형의 필수 요소 ···············································329
04 협동 학습 모형에 적합한 수업 전략 ················································ 330
05 협동 학습 모형을 활용한 수업의 예시 ············································· 333
Ⅶ 스포츠 교육 모형 ················································ 335
01 모형의 장점과 단점 ··············································· 335
02 모형의 특징 ·················································· 336
Ⅷ 동료 교수 모형 ··········································· 339
01 동료 교수 모형의 이론적 기초 ············································339
02 초등학교 체육 수업에의 적용 ··············································339
03 동료 교수 모형을 활용한 수업의 예시 ············································· 341
Ⅸ 탐구 수업 모형 ··········································· 343
01 탐구 수업 모형의 이론적 기초 ············································343
02 초등학교 체육 수업에서의 적용 ······················································· 343
03 탐구 수업 모형을 활용한 수업의 예시 ············································· 344
Ⅹ 이해 중심 게임 수업 모형 ················································346
01 이해 중심 게임 수업 모형의 이론적 기초 ·············································· 346
02 이해 중심 게임 수업 모형의 일반적 특성 ·············································· 347
03 이해 중심 게임 수업 방법에서의 수업 단계 ··········································· 349
ⅩⅠ 개인적ㆍ사회적 책임감 지도 모형 ················································ 353
01 개인적ㆍ사회적 책임감 지도 모형의 이론적 기초 ················································· 353
02 특징 ··············································· 353
03 과정 ··············································· 354
04 수업 구조 ······················································ 355
05 개인적ㆍ사회적 책임감 지도 모형을 활용한 수업 예시 ········································ 356
ⅩⅡ 하나로 수업 모형 ················································ 357
01 하나로 수업 모형의 이론적 기초 ····················································· 357
02 과정 ··············································· 358
03 하나로 수업 모형을 활용한 수업의 예시 ················································ 359
ⅩⅢ 과제식 학습 ················································ 360
ⅩⅣ 무스카 모스톤(Muska Mostton)의 수업 스펙트럼 ··········································· 361
ⅩⅤ 체육과 교육과정 모형 ·············································363
01 움직임 교육 모형 ·················································· 363
02 스포츠 교육 모형 ·················································· 364
03 체력 모형 ······················································ 365
04 발달 교육 모형 ············································· 365
05 개인 의미 모형 ············································· 366

실과
2022 개정 실과 교육과정
교육과정 설계의 개요 ·················································· 371
01 성격 및 목표 ················································ 373
02 내용 체계 및 성취기준 ·············································375
03 교수ㆍ학습 및 평가 ·············································· 387
실과 교과교육론
Ⅰ 문제해결 교수ㆍ학습 방법 ················································392
Ⅱ 프로젝트 교수ㆍ학습 방법 ················································395
Ⅲ 실습 중심 교수ㆍ학습 방법 ··············································398
Ⅳ 협동 학습 교수ㆍ학습 방법 ··············································401
Ⅴ 홈 프로젝트 모형 ················································ 403
Ⅵ 실천적 문제 중심 학습 ···········································405
Ⅶ 기술적 문제해결과정 ··········································· 409
Ⅷ 문제 중심 수업 ··········································· 411
Ⅸ 모듈(Module) 학습 ············································· 413
Ⅹ 실과 평가 방법 ··········································· 416

통합교과
2022 개정 바른 생활 교육과정
교육과정 설계의 개요 ·················································· 422
01 성격 및 목표 ················································ 424
02 내용 체계 및 성취기준 ·············································425
03 교수ㆍ학습 및 평가 ·············································· 430
2022 개정 슬기로운 생활 교육과정
교육과정 설계의 개요 ·················································· 436
01 성격 및 목표 ················································ 438
02 내용 체계 및 성취기준 ·············································439
03 교수ㆍ학습 및 평가 ·············································· 444
2022 개정 즐거운 생활 교육과정
교육과정 설계의 개요 ·················································· 450
01 성격 및 목표 ················································ 452
02 내용 체계 및 성취기준 ·············································453
03 교수ㆍ학습 및 평가 ·············································· 458
통합교과 지도서 총론
01 2022 개정 초등 통합교과 교육과정의 이해 ··········································· 464
02 2022 개정 초등 통합교과 교과용도서의 이해 ······················································ 473
03 질문과 대답 ·················································· 492
통합교과 지도서 부록
01 교육과정 주체로서 교사와 학생 ······················································· 496
02 단원 개발하기 ··············································· 501
03 단원 개발 도구 ············································· 507