머리말 / 3제1장 통합사회의 개념과 목표 ·······················································91. 통합사회의 개념 ·······························································102. 통합사회의 목표 ·······························································143. 통합사회와 다른 과목의 관계 ·················································22제2장 통합사회와 통합적 관점 또는 융합적 관점의 접근 ····················251. 통합사회의 성격과 통합적 관점 또는 융합적 관점의 접근 ·················262. 융합적 관점의 적용 사례 ······················································36제3장 통합사회의 역사 ································································471. 교수 요목기: ‘인생과 사회’ ···················································482. 제1차 사회과 교육과정: ‘일반사회’ ···········································493. 제6차 사회과 교육과정: ‘공통사회’ ···········································534. 2009 개정 사회과 교육과정: ‘사회’ ·········································555. 2015 개정 사회과 교육과정: ‘통합사회’ ·····································566. 2022 개정 사회과 교육과정: ‘통합사회 1, 2’ ······························59제4장 통합사회의 필요: 미래 사회와 교육 패러다임의 전환 ·················631. 미래 사회와 융합적 역량의 요구 ·············································642. 교사 중심 교육 패러다임 ······················································713. 학생 중심 교육 패러다임 ······················································75제5장 통합사회의 교육 영역 ·························································831. 정치 교육 ······································································842. 법 교육 ·········································································873. 경제 교육 ······································································904. 사회ㆍ문화 교육 ·······························································935. 지리 교육 ······································································966. 역사 교육 ······································································987. 도덕 교육 ·····································································102제6장 통합사회 교육과정의 조직 원리 ···········································1071. 통합 교육과정의 조직 원리 ··················································1082. 융합 교육과정의 조직원리 ···················································118제7장 2022 개정 통합사회의 분석과 운영 현황 ······························1351. 2022 개정 통합사회 교육과정의 분석 ······································1362. 통합사회 수업의 운영 현황 ··················································141제8장 탐구 학습 ·······································································1471. 개인적 탐구 학습 ·····························································1482. 집단적 탐구 학습 ·····························································1553. 탐구 학습의 지침 ·····························································162제9장 토의ㆍ토론 학습 ·······························································1651. 토의와 토론 ···································································1662. 토의ㆍ토론 학습의 목표와 효과 ·············································1683. 토의ㆍ토론 학습의 방법 ······················································1714. 토의ㆍ토론 학습의 규칙과 교사 역할 ·······································184제10장 프로젝트 학습 ································································1911. 프로젝트 학습의 의미와 목표 ················································1922. 프로젝트 학습의 방법 ························································1953. 프로젝트 학습의 적용 ························································196제11장 협력 학습 ·····································································2051. 협동 학습과 협력 학습의 구분 ··············································2062. 직소 협동 학습(Jigsaw) ·····················································2083. 협력 학습의 의미와 특징 ····················································2154. 협력 학습의 철학적 토대 ····················································2175. 협력 학습의 방법 ·····························································218제12장 가치 학습 ·····································································2251. 가치 분석의 방법과 적용 ····················································2262. 가치 탐구의 방법과 적용 ····················································2323. 도덕적 추론의 방법과 적용 ··················································237제13장 체험 학습 ·····································································2431. 통합사회와 체험 학습의 중요성 ·············································2442. 체험 학습의 의미와 효과 ····················································2493. 체험 학습의 철학적 토대 ····················································2524. 체험 학습의 유형과 방법 ····················································255제14장 통합사회와 수행평가 ·······················································2631. 통합사회와 평가 방식의 전환 ················································2642. 통합사회의 수행평가 방법 ···················································266참고문헌 ················································································274부록: 통합사회의 학습 주제와 교수ㆍ학습 방법(예시) ····························280