배수아 외 지음 | 교육과학사 | 2022년 06월 10일 출간

이 책은 교육의 위기를 가져온 과거의 선택을 되짚어 생각해보고 앞으로의 미래교육을 그려보았다. 어떻게 교육을 회복할 것인지, 학생들이 가고 싶은 학교의 모습은 어떤 모습이고 교육공동체 모두 소통하고 공감하는 교육은 어떻게 펼쳐질 수 있는지, 또 학교 안에서 학생들 한 명 한 명의 빛을 살릴 수 있는 교육은 무엇인지, 그리고 아이들의 꿈을 가득 품은 미래형 학교체제는 무엇을 담아야 할지, 민주시민을 넘어선 동아시아시민교육은 무엇인지, 인공지능(AI)이나 메타버스 속에서 학생들이 주체적으로 활동하는 이야기 공간이 되는 학교는 어떤 모습일지? 등 수많은 고민을 담기 위해 인천의 특수, 초, 중, 고, 대안학교에서 근무하고 있는 선생님들과 장학사들이 모였다. 학교는 학생과 마을, 학생과 사람, 학생과 자연, 학생과 AI, 학생과 공간을 연결하고 경험하게 하는 곳이어야 한다는 믿음 아래 우리들의 고민과 질문들이 학교교육의 변화를 만들어 가는 출발선이 되리라 기대한다.

저자소개

추천사 ·····································································2
프롤로그 ··································································4

제1부 미래교육의 상상 / 13
Ⅰ. 미래교육, 내비를 끄고 서핑을 타야 한다. ····················15
1. 교육에 덫을 놓자 ···················································17
# 학력(學歷)인가? 학력(學力)인가? ·····································24
# 기업가정신(Entrepreneurship) = 변혁가정신 ·························31
2. 21세기 교육의 게임법칙: 덕통사고, 즐거움, 협력 ·············36
# 덕통사고에 빠지게 하는 것? ··········································39
# 파이프라인에서 플랫폼인 학교로 변화하자 ···························41
# 부카시대 경계 없는 학습공간: 짜릿한 경험을 판매하는 곳 ·············45
Ⅱ. 상상의 미래를 펼친다. 상상하고 공유하는 미래교실 ·······53
미래에는 어떤 학교가 존재할까요? 우리의 상상이 현실이 되는 학교? ··· 55
# 세상에 없던 학교 ‘미지행’ ············································56
# 미래 시민은 어떤 사람일까? ··········································65
# 미래교육체제인 상상공유학교로의 대전환 ····························68

제2부 회복을 넘어선 미래교육 / 79
“교육회복? 교육이 아니고 사람이 회복하는 거 아닌가요?” ··············81
# 지금은 매우 중요한 전환기이자 선택의 시기 ··························81
# 위기의 일상화, 위기를 위기로 느끼지 못하고 있어 ····················83
# 위기에 눈감는 법: ‘무의식적 바꿔치기’와 ‘무의식적 프레임 전환’ ·····86
# 회복은 스스로 건강해지는 힘 ·········································90
# 회복은 코로나19 팬데믹 상황에서 낮아진 삶의 질을 되돌리는 일 ·····92

제3부 팬데믹과 시민교육 / 109
Ⅰ. 세계시민교육, 동아시아시민교육, 미래교육과 만나다 ·····115
# 세계시민교육, 역사와 의미 ··········································117
# 세계시민교육, 교수학습지침서 TLO ·································126
# 세계시민교육, Glocalization ········································132
# 세계시민교육과 동아시아시민교육 ··································137
# 팬데믹 시대의 세계시민교육 ········································147
# 세계시민교육, 동아시아시민교육 + 학교와 만나다 ···················155
Ⅱ. 세대 갈등 해소를 위한 민주시민 교육 ························167
# 세대 구분 ···························································169
# 세대 특징 ···························································172
# MZ세대 이해하기 ···················································186
# 세대 차이 ···························································189
# 세대 갈등 ···························································195
# 세대갈등 원인 ······················································216
# 세대 갈등해소 방법 ·················································219
# 세대 소통을 위한 민주시민 교육 ····································223
Ⅲ. 시민성 함양과 사회참여 교육 ···································227
# 민주시민으로 가는 마중물 ··········································229
# 시민교육에서 사회참여교육으로 ····································243
# 지역사회와 연대하는 사회참여활동 ·································248
# 뉴노멀시대의 새로운 시민교육, 사회참여활동 ·······················253
Ⅳ. 마을 연계 교육과 시민교육 ·····································265

제4부 미래교육을 위한 교육혁신 / 285
1. 교육혁신-공간혁신으로 이어지는 AI교육 ·······················287
2. 미래교육과 함께하는 AI교육 ·····································289
# 교육다변화 ·························································289
# 개별화 ······························································290
# 맞춤형교육 ·························································291
3. 수업으로 배우고 나누는 AI교육 ·································293
# AI 기초소양교육 ····················································293
# 주제중심 AI 프로젝트교육 ··········································294
# 교육, 메타버스에서 새로운 길을 찾다. ·······························296
# 미래교육과 환경교육 ················································305
# 특수교육과 디지털 리터러시 ········································312
# 특수교육과 메타버스 ················································317
# 특수교육과 온라인 수업 ·············································322

제5부 학습자주도성 / 333
# 학습자 주도성 ······················································335
# 수업 안의 학습자주도성 ············································363

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