Préface / 3

Partie 1 : Objectifs et structure de classe de l'enseignement des sciences sociales

Chapitre 1 : Concepts et objectifs de l’enseignement des sciences sociales / 13
1.
Le concept d'enseignement des sciences sociales ·······························································································13
2.
Objectifs de l'enseignement des sciences sociales ································································································14
3.
Le développement de l'enseignement des sciences sociales en Corée ·········································································18

Chapitre 2 : Programme d'études sociales révisé de 2022 / 29
1.
Orientation du développement des programmes d'études sociales ····················································································29
2.
Orientations fondamentales pour l'élaboration du programme d'études sociales à l'école primaire ············34
3.
Orientations fondamentales pour l'élaboration du programme d'études sociales générales au collège ············· 40
4.
Orientations fondamentales pour l'élaboration du programme de géographie dans le cadre des études sociales au collège ··········45

Chapitre 3 : Comprendre les cours d'études sociales / 51
1.
L'importance d'une bonne classe ·······································································································51
2.
Exigences pour un bon cours d'études sociales ······················································································55
3.
Modèles de classe et techniques d'enseignement des sciences sociales 60

Partie 2 Modèle de classe d'études sociales

Chapitre 1 : Apprentissage des concepts / 67
1.
Concepts et apprentissage des concepts ··························································································67
2.
Signification et types de concepts ······················································································69
3.
Principes pédagogiques de l'apprentissage conceptuel ···············································································72
4.
Processus d'enseignement et d'apprentissage et cas d'application ·········································································76

Chapitre 2 : Apprentissage par la résolution de problèmes / 79
1.
Signification ·············································································································79
2.
Objectifs et principes pédagogiques (Le processus d'enseignement et d'apprentissage comme processus de pensée) ··········79
3.
Processus d'enseignement et d'apprentissage et points à noter ···································································83
4.
Processus d'enseignement et d'apprentissage et cas d'application ·························································84

Chapitre 3 : Apprentissage par l'enquête / 89
1.
Signification ································································································89
2.
Objectifs et principes de l'enseignement (Le processus d'enseignement et d'apprentissage comme processus explicatif) ··········94
3.
Processus d'enseignement et d'apprentissage et points à noter ··················································································96
4.
Processus d'enseignement et d'apprentissage et cas d'application ··········································································100

Chapitre 4 : Apprentissage de la prise de décision / 103
1.
Signification ··························································································································103
2.
Objectifs et principes pédagogiques ...........................................................................................104
3.
Processus d'enseignement et d'apprentissage et points à noter ······························································106
4.
Processus d'enseignement et d'apprentissage et cas d'application ··········································································114

Chapitre 5 : Cours de discussion axés sur des enjeux (Cours sur des sujets controversés) / 119
1.
Signification ···························································································································119
2.
Objectifs et principes pédagogiques ...........................................................................................121
3.
Processus d'enseignement et d'apprentissage et cas d'application ··········································································130

Chapitre 6 : Leçons de valeurs / 137
Section 1 : Classe de clarification des valeurs ·· ...
1.
Signification ·························································································································139
2.
Structure des procédures et stratégies de classe ······················································································140
3.
Contenu de la leçon, matériel et précautions d'utilisation ·································································147
4.
Processus d'enseignement et d'apprentissage et cas d'application ··········································································149
Section 2 Analyse de la valeur Classe ·· ...
1.
Signification ························································································································153
2.
Procédures et méthodes de cours ·································································································154
3.
Matériel pédagogique et précautions d'emploi ·································································160
4.
Processus d'enseignement et d'apprentissage et cas d'application ··········································································162

Partie 3 : Techniques d'enseignement des sciences sociales et apprentissage coopératif

Chapitre 1 : Techniques variées pour les cours d'études sociales / 167
Section 1 Méthode d'enseignement ·· ...
1.
Signification ·························································································································167
2.
Avantages et inconvénients ····································································································168
3.
Stratégies clés pour les conférences ················································································169
4.
Points à noter concernant les méthodes d'enseignement ··················································································169
Section 2 Discussion et débat ·· ...
1.
Signification ························································································································172
2.
Conditions préalables à la discussion et au débat ···················································································172
3.
Pourquoi l'accent est mis sur la discussion et le débat en sciences sociales ·····························174
4.
Les effets éducatifs de la discussion et du débat ···································································175
5.
Le rôle de l'enseignant dans la discussion et le débat ···········································································176
6.
Processus d'enseignement et d'apprentissage et cas d'application ·········································································178
Section 3 Apprentissage par le jeu de rôle et la simulation ······························································································ 183
1.
Exemples de processus d'enseignement et d'apprentissage par le jeu de rôle et d'application ·········································································183
2.
Processus d'apprentissage par simulation et cas d'application ································································187
Section 4 : Étude de personnage ·· ...
1.
Signification ·······················································································································193
2.
Critères de sélection des objectifs et des personnes ·····································································194
3.
Éléments à prendre en compte lors de l'étude des personnages ···················································································195
4.
Modèle de classe d'apprentissage du caractère ····························································································196
5.
Apprentissage du caractère : processus d’enseignement et d’apprentissage et cas d’application ··········································197
Section 5 NIE (Éducation par le journalisme) ······················································································ 202
1.
L'importance de l'éducation à l'utilisation des journaux ·······························································································202
2. Diverses stratégies d'enseignement et d'apprentissage du NIE ··························································································203
3.
Notes ·· ...
4.
Apprentissage par la lecture de journaux : processus d’enseignement et d’apprentissage et cas d’application ··················································206
Section 6 Techniques pédagogiques diverses utilisées récemment ··················································· 211
1.
Organisateurs graphiques ··········································································211
2.
Arbres de décision et grilles de décision ················215
3.
Conférenciers invités ···················································································219

Chapitre 2 : Apprentissage coopératif / 223
Section 1 Comprendre l'apprentissage coopératif ·· ...
1.
Le constructivisme : fondements épistémologiques de l’apprentissage coopératif ···············································223
2.
Histoire et développement de l'apprentissage coopératif ···························································································226
3.
Caractéristiques et importance de l'apprentissage coopératif ·····························································································228
4.
Les effets de l'apprentissage coopératif ........................................................................................... 229
Section 2 Types d'apprentissage coopératif ·· ...
1. STAD (Division de la réussite des équipes étudiantes) ·······································································239
2. TGT (Tournois de jeux par équipes) ·· ... ·· ...
3.
Puzzle ·· ...
4.
Épisodes de prise de décision (EPD) ············248
5.
Modèle Pro-Con ·····································································································251

Partie 4 Évaluation des sciences sociales

Chapitre 1 : Signification et types d'évaluation pédagogique / 259
1.
Définition de l'évaluation pédagogique ...........................................................................................259
2.
Types d'évaluation pédagogique ...........................................................................................260

Chapitre 2 : État actuel et orientation de l'évaluation en sciences sociales / 265
1.
État actuel de l'évaluation des sciences sociales ·······························································································265
2.
Problèmes liés à l'évaluation en sciences sociales ···························································································267
3.
Orientation de l'évaluation en sciences sociales ··································································································268

Chapitre 3 : Domaines et méthodes d’évaluation en sciences sociales / 273
1.
Domaines d'évaluation en sciences sociales ···························································································273
2.
Méthodes d'évaluation en sciences sociales ···············································································277
3.
Évaluation des performances en sciences sociales ........................................................................................... 280