총 388페이지

<표 2-22> 학교급별 도서관활용수업(자원기반학습) 참여 교과 현황 ······································ 274
<표 2-23> 학교급별 도서관활용수업(자원기반학습) 평균 수업시수 ········································ 275
<표 2-24> 학교급별 사서교사의 교육적 역할 수행 정도에 대한 인식 ···································· 276
<표 2-25> 교육경력별 사서교사의 교육적 역할 수행 정도에 대한 인식 ································ 276
<표 2-26> 사서교사의 교육적 역할 수행이 곤란한 이유 ························································· 277
<표 2-27> 사서교사-교과교사의 파트너십 강화 방안 ······························································· 277
<표 3-1> 구성주의의 주요 내용과 협동수업에 주는 시사점 ···················································· 282
<표 3-2> 교과학의 주요 내용과 협동수업에 주는 시사점 ························································ 283
<표 3-3> 통합 교육과정의 주요 내용과 협동수업에 주는 시사점 ··········································· 284
<표 3-4> 협동수업의 가치 ·········································································································· 287
<표 3-5> 교과연계 학습 정보원의 특징 ····················································································· 289
<표 3-6> 초등학교용 교과연계 도서 정보 구축 사례 ······························································· 289
<표 3-7> 중학교용 교과연계 도서 정보 구축 사례 ·································································· 290
<표 3-8> 고등학교용 교과연계 도서 정보 구축 사례 ······························································· 290
<표 3-9> 학교도서관 개선 시 고려할 공간 구성 요소 ····························································· 292
<표 3-10> 자원기반학습에서 교과교사의 학교도서관 자원 활용 8단계 ·································· 294
<표 3-11> 자원기반학습에서 사서교사의 교육과정 참여 11단계 ············································· 296
<표 3-12> 미국의 학습능력 기준 ······························································································· 300
<표 3-13> 학교도서관의 교육적 역할에 대한 법령 및 기준 현황 ··········································· 302
<표 3-14> 한국도서관협회의 정보이용교육 기준 및 내용 ························································ 302
<표 3-15> 학교도서관의 정보활용교육을 위한 교육과정 연구 및 개발 현황 ························· 303
<표 3-16> ?도서관과 정보생활?에서 제시한 정보활용능력 기준 ············································· 304
<표 3-17> 정보문제해결모형의 구성 요소 ················································································· 309
<표 3-18> 정보문제해결모형의 예 ······························································································ 311
<표 3-19> 협동수업을 위한 정보활용능력과 학습기술 ····························································· 313
<표 3-20> 협동수업의 발전 단계에 대한 선행 연구 분석 ························································ 314
<표 3-21> 협동수업의 저해 요소 ······························································································· 316
<표 3-22> 협동수업의 수준 향상에 영향을 주는 요소 ····························································· 317
<표 3-23> 협동수업 초대장(예) ································································································· 318
<표 3-24> 학습자료 선정 절차 및 기준 ···················································································· 320
<표 3-25> 통합 학습목표 기술의 예 ·························································································· 322
<표 3-26> 자기주도학습에 적합한 학습모형 ············································································· 323
<표 3-27> 정보 탐색 자기 평가표 ····························································································· 327
<표 3-28> 과제 해결 결과 자기 평가표 ···················································································· 327
<표 3-29> 정보 활용 기술 상호 평가표 ···················································································· 328
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