미래 학교 학생이 주도하는 교실

평범한 교사와 학생이 만든

남다른 교실 풍경!

존 듀이는 교육을 ‘의미 있는 경험의 재구성’이라고 했다. 배움을 위한 다양한 상황이나 맥락을 이전의 학습 경험에 비추어 스스로 선택하고 결정, 그에 대해 성찰하는 등의 재구성의 과정은 새로운 배움으로 전이되고, 이를 통해 학생은 실제 자기 성장을 꾀하는 것이다.

이 책을 함께 쓴 현직 초등학교 교사 4명은 학생이 실제 자기 성장을 위한 진짜 배움을 실현시킬 수 있는 장으로써 학교 교육이 앞으로 더 중요하게 다루어야 할 것은, 학생의 주체적 역할이라고 힘주어 말하고 있다. 지은이들이 지금까지 연구하고 실천해온, 학생의 생성권과 주도권 보장 교육은 이러한 학생의 주체적 역할을 강조하는 것으로, 교육 현장에서 그들이 노력해온 실천 기록이 이 책에 고스란히 담겨 있다.

여기에 학생의 생성권과 주도권 보장을 위해 노력하는 교육을 직접 경험한 아이들의 생생한 소감을 더했고, 마지막에는 학교 교육의 새 패러다임으로 학생의 주도성을 강조하고 있는 교육자들의 논문 몇 편도 간략하게 소개한다. 교사와 학생이 모두 행복한 학교를 꿈꾸며 평범한 교사와 학생이 만들어가는 남다른 교실 풍경을 만나보는 값진 기회가 될 것이다.

지은이 : 이보람

초등 교육에 몸담은 지 15년 안팎의 교사들이다. 교사와 학생이 모두 행복한 교실을 만들기 위한 학교 교육의 변화를 꾀하며 함께 연구 활동 중에 있다.

2019~2021 교육부 요청 교육과정 연구학교 기획 운영

2020~2021 과정중심평가 현장지원 및 서술형 프로젝트 문항 개발 위원

2022~2023 교육연구동아리 및 수업탐구공동체 대표

2022~2023 도 지정 교육과정 선도학교 및 선도학급 기획 운영

2022~2023 2022 개정 교육과정 현장 네트워크 협의위원 및 총론 핵심교원 강사

2023 수업혁신평가 현장지원단 등

지은이 : 이지민

초등 교육에 몸담은 지 15년 안팎의 교사이다. 교사와 학생이 모두 행복한 교실을 만들기 위한 학교 교육의 변화를 꾀하며 함께 연구 활동 중에 있다.

지은이 : 김다영

초등 교육에 몸담은 지 15년 안팎의 교사이다. 교사와 학생이 모두 행복한 교실을 만들기 위한 학교 교육의 변화를 꾀하며 함께 연구 활동 중에 있다.

지은이 : 유범래

초등 교육에 몸담은 지 15년 안팎의 교사이다. 교사와 학생이 모두 행복한 교실을 만들기 위한 학교 교육의 변화를 꾀하며 함께 연구 활동 중에 있다.

들어가며 ····················································································· 6

PART 01 학생 생성권

WHY : 왜 학생 생성권인가? ··········································· 17

지금 학교, 이대로 괜찮은가? ·················································· 17

왜 학생 생성권인가? ····························································· 18

WHAT : 학생 생성권이란 무엇인가? ···························· 22

학생 수준 교육과정의 실현을 기대하다 ····································· 22

학생 생성권이 보장되는 교육과정은 어떻게 실현되는가? ··············· 24

HOW : 학생 생성권을 어떻게 보장할 수 있는가? ······· 26

학생 수준 교육과정 마주하기 ·········································· 28

배움의 주인은 누구일까? ······················································· 28

배움의 길이 하나일 수 없다 ···················································· 30

그저 놀고 싶은 아이들 ·························································· 32

학생 수준 교육과정 계획하기 ·········································· 35

나는 어떤 사람인가? ····························································· 35

나는 어떤 역량을 갖추었고, 또 못 갖추었나? ······························ 38

나는 미래 사회에서 어떤 존재여야 하는가? ································ 40

누구와 함께 배울 것인가? ······················································ 42

무엇을, 어떻게, 왜 배우고 싶은가? ·········································· 48

협력적 소통 역량 키우기 ························································ 53

무엇을 성취할 것인가? - 학생이 개발하는 성취기준 ·························· 55

학생, 자기배움 과정을 문서로 체계화하기 ································· 58

교사, 학생의 것을 좀 더 다듬기 ··············································· 60

필요한 물품이나 자료를 확인하고 준비하기 ································ 62

학생 수준 교육과정 실행하기 ·········································· 64

단위 시간의 활동 목표를 명확히 하라 ······································· 64

매 단위 시간의 활동을 성찰하게 하라 ······································· 65

단순히 재미있는 활동만으로 생성하면 어쩌지? ··························· 67

계획은 계획일 뿐, 필요하다면 바꾸어야 한다 ······························ 68

시행착오는 더 깊이 있는 배움을 돕는다 ···································· 71

학생 수준 교육과정 공유하기 ·········································· 75

배움을 축제로 잇다 ······························································ 75

스스로 움직이는 아이들 ························································· 77

무엇을 어떻게 나누고 공유하는가? ·········································· 78

학생 수준 교육과정 성찰하기 ·········································· 85

메타인지와 전이 ·································································· 85

무엇을, 어떻게, 얼마나 잘 배웠는가? ········································ 86

PART 02 학생 주도권

WHY : 왜 학생 주도권인가? ··········································· 95

교수자와 학습자의 역할 변화 ·················································· 95

철저하게 설계한 교수·학습 계획이 주는 오해 ······························ 98

WHAT : 학생 주도권이란 무엇인가? ·························· 101

주체적으로 사고하고 행동하며 성찰할 수 있는 기회를 충분히 주어라 ··· 101

학생 주도권과 관련된 국외 동향 ············································ 104

HOW : 학생 주도권이 보장되는 교실 ·························· 106

STEP. 1 존중하기 ·························································· 109

지시하지 말고 안내하기 ······················································· 109

아이들의 욕구에 공감하기 ···················································· 112

엉뚱함을 사고의 확장 기회로 만들기 ······································ 115

허락 맡는 학급 문화 지우기 ·················································· 120

STEP. 2 연습하기 ·························································· 123

자기 삶을 거울 보게 하기 ····················································· 123

서슴없이 질문하게 하기 ······················································· 126

컴퓨팅 사고력 키우기 ························································· 134

STEP. 3 도전하기 ·························································· 140

덜 가르치고 더 배우게 하기 ·················································· 140

교사의 말수 줄이기 ···························································· 145

바람을 현실로 만들어주기 ···················································· 151

STEP. 4 확장하기 ·························································· 161

학생이 수업 설계에서 중심이 되기 ········································· 161

사회 문제 해결의 주체 되기 ·················································· 169

마치며 ···················································································· 178