| 상품명 | 고세훈 교육학 | |
|---|---|---|
| 도서정보 | 저자 : 고세훈 / 출판사 : 티처스칼리지 퍼브리싱 / ISBN : 979-11-965424-1-2 / 발행일 : 2020.1.11 / 페이지 : 639 | |
| 정가 | ||
| 판매가 | 34,200원 | |
| 배송비 | 3,000원 (30,000원 이상 구매 시 무료) | |
| 선택해주세요 | |
|---|---|
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|
| 상품명 | 상품수 | 가격 |
|---|---|---|
| 고세훈 교육학 |
|
34200.00 ( |
| 총 상품금액(수량) : 0 (0개) | ||
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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