학생 질문 중심 사회과 수업 전략 개발 연구 : 하브루타 학습법을 중심으로 = A Study on the Development of Student Question : centered Social Studies Teaching Strategy

다국어 초록 (Multilingual Abstract)

This study started with the question of 'how to get students to ask questions in social studies classes'. As a result of analyzing previous studies, the questions created by students themselves are important cognitive strategies to focus their attention on the content of the subject and check whether they understand it properly. In addition, since questions must be reconstructed in relation to one's background knowledge, a critical consciousness of learning tasks or surrounding phenomena gets to grows, which leads to curiosity anprevious d inquiry, enhancing the ability to think rationally and critically.
Despite the effectiveness of these student-generated questions, it is reported that students rarely ask questions in class, which is because there are various inhibitory factors that prevent students' internal questions from leading to actual questions.
Accordingly, the researcher classified the question hindering factors into student internal and student external factors by referring to studies, and based on this, synthesized and suggested improvement measures for question hindering factors.
In addition, in-depth interviews were conducted with secondary school social studies field teachers and the use of questions was analyzed as follows.
First, the interviewed teachers recognized the importance of questions and saw that classes were effective when questions were actively asked.
Second, teacher-student and student-student questions were not actively asked during the secondary school social studies course, and student factors, teacher factors, and class climate factors were working as factors.
Third, teacher-student and student-student questions were not naturally activated, but were raised when teachers deliberately planned such classes. Based on this, the researcher confirmed that classes where questions and interactions actively arise can be achieved ① when good texts are provide, ② when common tasks to be solved are used, ③ when students are in small groups where they could feel intimate to one another and cooperate and ④ when a learning atmosphere is created between students listening to each other and not criticizing.
As an alternative to these classes, the Havruta learning method was presented, along with a strategy for social studies instruction practice for student question-oriented classes that can be used in the class design stage, class practice stage, and class evaluation stage. Finally, the study was completed by implementing these strategies to create a social studies teaching and learning guidance plan.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 배경과 목적 1
• 2. 연구의 내용과 방법 4
• 3. 연구의 의의와 한계 5
• Ⅱ. 사회과 수업에서의 질문의 위상과 역할 7
• 1. 사회과의 목표와 교과 역량 7
• 가. 사회과의 성격과 목표 7
• 나. 사회과의 교과 역량 9
• 2. 질문의 위상과 개념 및 역할 13
• 가. 교육 철학의 변화와 질문의 위상 13
• 나. 질문의 개념 및 역할 15
• 3. 학생 생성 질문 저해 요인과 개선 방안 20
• 가. 학생 생성 질문 저해 요인 20
• 나. 학생 생성 질문 저해 요인에 대한 개선 방안 24
• Ⅲ. 사회과 수업의 질문 활용 실태와 시사점 28
• 1. 사회과 수업 질문 활용 실태 분석을 위한 연구 설계 28
• 2. 심층 면담 29
• 가. 심층 면담 질문지 30
• 나. 심층 면담 교사 선정 32
• 3. 사회과 수업의 질문 활용 실태 분석 34
• 가. 사회과 교사들의 질문 활용 실태 34
• 나. 사회과 수업의 질문 활용 실태 분석을 통한 시사점 50
• Ⅳ. 학생 질문 중심 수업을 위한 대안: 하브루타 학습법 54
• 1. 학생 질문 중심 수업을 위한 하브루타 학습법 54
• 가. 학생 질문 저해 요인과 하브루타 학습법 54
• 나. 사회과의 특성과 하브루타 학습법 55
• 2. 하브루타 학습법의 개념 56
• 3. 하브루타 학습법의 원리 및 효과 58
• 가. 하브루타 학습법의 원리 58
• 나. 하브루타 학습법의 효과 59
• 4. 하브루타 학습법의 수업 과정 및 모형 60
• 가. 하브루타 학습법의 수업 과정 60
• 나. 하브루타 학습법의 모형 61
• Ⅴ. 하브루타 학습에 기초한 학생 질문 중심 수업 전략 개발 67
• 1. 학생 질문 중심 수업을 위한 실천 전략 67
• 2. 사회과 교수 ･ 학습 지도안 73
• 가. 사회과 교수 ･ 학습 지도안 계획 73
• 나. 사회과 교수 ･ 학습 지도안 1 73
• 다. 사회과 교수 ･ 학습 지도안 2 75
• Ⅵ. 결론 77
• 1. 요약 77
• 2. 제언 80
• 참고문헌 81
• 부록 86