총 388페이지
12페이지 본문시작
학교도서관에서 배우는 기쁨 아는 즐거움
그림 목차
[그림 1-1] 협동수업 시나리오 개발 원리 ··················································································· 18
[그림 1-2] 학습주제 관련 자료를 읽고 있는 학생들 모습(인천고) ········································· 20
[그림 1-3] 협동수업 설계 모습 ··································································································· 37
[그림 2-1] 협조 관계 모형 ········································································································ 250
[그림 2-2] 협력 관계 모형 ········································································································ 252
[그림 2-3] 협동 관계 모형 ········································································································ 255
[그림 3-1] 도서관활용수업 모습(영신고) ················································································· 281
[그림 3-2] 교과학의 성격과 메타적 교육 내용 ········································································ 283
[그림 3-3] 자원기반학습 측면에서 협동수업의 의미와 목적 ··················································· 286
[그림 3-4] 학교도서관이 운영하는 프로그램의 기능 ······························································· 286
[그림 3-5] 교실 2칸 규모의 학교도서관 입체도 ······································································ 291
[그림 3-6] 자유 열람 공간 모습(팔달초) ················································································· 292
[그림 3-7] 멀티미디어 학습실 모습(숙명여중고) ···································································· 292
[그림 3-8] 정보활용능력의 위계 구조 ······················································································· 298
[그림 3-9] 학습자료를 활용한 자기주도적 학습 모습(팔달초) ··············································· 299
[그림 3-10] 메타 교육과정으로써의 정보활용교육과정의 예(뉴질랜드) ································· 301
[그림 3-11] 독서기반 정보문제해결 5단계 모형 ······································································ 311
[그림 3-12] 협동수업의 수준 ····································································································· 315
[그림 3-13] 협동수업의 절차 ····································································································· 317
[그림 3-14] DLS의 도서관활용수업 신청 메뉴 ········································································ 319
[그림 3-15] 교과연계형 도서관활용수업 모형 ·········································································· 321
[그림 3-16] 도서관활용수업에서 후견인으로서의 교사 모습(인천고) ···································· 326
14
― 학교도서관에서 배우는 기쁨 아는 즐거움
그림 목차
[그림 1-1] 협동수업 시나리오 개발 원리 ··················································································· 18
[그림 1-2] 학습주제 관련 자료를 읽고 있는 학생들 모습(인천고) ········································· 20
[그림 1-3] 협동수업 설계 모습 ··································································································· 37
[그림 2-1] 협조 관계 모형 ········································································································ 250
[그림 2-2] 협력 관계 모형 ········································································································ 252
[그림 2-3] 협동 관계 모형 ········································································································ 255
[그림 3-1] 도서관활용수업 모습(영신고) ················································································· 281
[그림 3-2] 교과학의 성격과 메타적 교육 내용 ········································································ 283
[그림 3-3] 자원기반학습 측면에서 협동수업의 의미와 목적 ··················································· 286
[그림 3-4] 학교도서관이 운영하는 프로그램의 기능 ······························································· 286
[그림 3-5] 교실 2칸 규모의 학교도서관 입체도 ······································································ 291
[그림 3-6] 자유 열람 공간 모습(팔달초) ················································································· 292
[그림 3-7] 멀티미디어 학습실 모습(숙명여중고) ···································································· 292
[그림 3-8] 정보활용능력의 위계 구조 ······················································································· 298
[그림 3-9] 학습자료를 활용한 자기주도적 학습 모습(팔달초) ··············································· 299
[그림 3-10] 메타 교육과정으로써의 정보활용교육과정의 예(뉴질랜드) ································· 301
[그림 3-11] 독서기반 정보문제해결 5단계 모형 ······································································ 311
[그림 3-12] 협동수업의 수준 ····································································································· 315
[그림 3-13] 협동수업의 절차 ····································································································· 317
[그림 3-14] DLS의 도서관활용수업 신청 메뉴 ········································································ 319
[그림 3-15] 교과연계형 도서관활용수업 모형 ·········································································· 321
[그림 3-16] 도서관활용수업에서 후견인으로서의 교사 모습(인천고) ···································· 326
14
― 학교도서관에서 배우는 기쁨 아는 즐거움
12페이지 본문끝
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