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상품명 고세훈 교육학
도서정보 저자 : 고세훈 / 출판사 : 티처스칼리지 퍼브리싱 / ISBN : 979-11-965424-1-2 / 발행일 : 2020.1.11 / 페이지 : 639
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이벤트

Ⅰ 교육학 개론 - 교육사 - 교육철학 9


01 교육의 개념적 기초 10

제1절 교육의 어원과 비유 ············································································································ 10

제2절 교육의 개념과 목적 ············································································································ 16


02 교육의 사상사적 기초 20

제1절 한국 교육사의 흐름 ············································································································ 20

제2절 공부론(工夫論)의 전통 ········································································································ 22

제3절 서양교육사의 흐름 ············································································································ 30


03 교육의 철학적 기초 48

제1절 교육철학의 두 가지 계보 ··································································································· 48

제2절 현대 교육철학 - 20세기 전기 ··························································································· 50

제3절 현대 교육철학 - 20세기 후기 ··························································································· 55


Ⅱ 교육과정 및 평가 69


01 교육과정 70

제1절 교육과정의 개념 ················································································································· 70

제2절 교육과정의 유형 - 공식화 정도(교육과정 진행)에 따른 구분 ······································ 75

제3절 교육과정의 유형 - 교육내용 선정에 따른 구분 ······························································ 82

제4절 교육과정이론의 유형 - 연구접근방식 ··············································································· 98

제5절 교육과정 개발의 수준과 모형 ···························································································101

제6절 교육목표의 진술과 교육과정의 구성 ·················································································122

제7절 현행 교육과정의 성격과 구조적 특징 ···············································································144


02 교육평가 164

제1절 교육과 교육평가 ·················································································································164

제2절 교육평가의 모형 ·················································································································167

제3절 교수․학습 진행에 의한 평가 ······························································································175

제4절 참조준거에 의한 평가 ········································································································182

제5절 수행평가(performance assessment) ·················································································190

제6절 평가문항의 제작과 분석 ·····································································································211

제7절 성적의 판정 - 결과의 해석 및 보고 ················································································221


Ⅲ 교육심리 - 교육방법 및 공학 239


01 교육심리학 240

제1절 발달이론 ······························································································································240

제2절 개인차(individual differences) ·····························································································262

제3절 학습이론 ······························································································································291

제4절 학습자의 동기 ·····················································································································322


02 교육방법 및 교육공학 339

제1절 수업설계의 과정 ·················································································································339

제2절 체제적 수업설계이론 ··········································································································344

제3절 교수방법 ······························································································································378

제4절 구성주의 학습이론 ············································································································396

제5절 수업매체의 이해와 활용 ·····································································································413


Ⅳ 생활지도와 상담 427


01 생활지도 428

제1절 생활지도 ······························································································································428


02 상담심리 441

제1절 상담의 원리와 기술 ············································································································441

제2절 인지적 접근의 상담이론 ·····································································································447

제3절 정의적 접근의 상담이론 ·····································································································453

제4절 행동적 접근의 상담이론 ·····································································································466

제5절 집단상담 & 학교상담 ·········································································································471


Ⅴ 교육사회 및 교육행정 475


01 교육사회학 476

제1절 거시적 관점 ·························································································································476

제2절 미시적 관점 ·························································································································491

제3절 문화와 교육 ·························································································································501

제4절 교육평등론 ···························································································································504

제5절 평생교육 ······························································································································511


02 교육행정 520

제1절 교육행정의 개념 ·················································································································520

제2절 학교조직론 ···························································································································524

제3절 동기이론(직무동기) ··············································································································550

제4절 지도성 이론 ·························································································································562

제5절 의사결정 및 의사소통론 ·····································································································575

제6절 장학론 ··································································································································585

제7절 교육재정 ······························································································································595

제8절 학교 및 학급경영 ···············································································································604


❙ 찾아보기 ·····················································································································611

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