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학생활동 참여중심 수업 코칭 전략 요약정보 및 구매

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위시리스트1
판매가격 22,000원
저자 신재한, 김덕희
발행일 2020-03-02
ISBN 978-89-254-1450-8(93370)
페이지 478
판형 46배
포인트 0점
배송비결제 주문시 결제

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  • 학생활동 참여중심 수업 코칭 전략
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    4차 산업혁명 인공지능시대가 도래함에 따라 정치, 경제, 사회, 문화 등 사회 전반에 걸쳐서 많은 변화가 일어나고 있다. 이러한 시대에는 교사가 주도적으로 이끌어 가는 수업으로는 효과를 낼 수가 없다. 학습자 스스로 언제, 어디서, 어떤 방법을 사용하든지 자신의 지식, 기술, 성취감 혹은 개인적 발달을 향상시킬 수 있어야 한다. 이에 본 저자들은 영유아, 아동 및 청소년, 성인, 노인 등 생애주기별로 실시하는 평생교육 시대를 맞이하여 학생활동 참여중심 수업 코칭 전략을 제안하였다. 특히, 본 저서는 영유아, 아동 및 청소년, 성인, 노인 등 생애주기별로 평생교육을 실천할 수 있도록 스스로 학습하기를 원하는 학습자는 누구든지 쉽게 활용할 수 있다.

    목차

    머리말 / 3
    제1부 교수ㆍ학습이론의 발전과 최근 동향
    제1장 전통적 혹은 교사 중심 수업 방법 ················································15
    1. Pavlov의 고전적 조건형성 이론 ··················································17
    2. Skinner의 조작(작동)적 조건형성 이론 ··········································19
    3. Thorndike의 시행착오 이론 ······················································21
    제2장 인지적 중심 수업 방법 ·····························································25
    1. Kohler의 통찰학습 이론 ··························································26
    2. Lewin의 장 이론 ··································································28
    3. Tolman의 기호-형태 이론 ·······················································28
    4. 정보처리 이론 ······································································30
    제3장 구성주의 학습이론 ···································································37
    1. 인지적 도제 이론 ··································································39
    2. 상황적 학습 이론 ··································································41
    3. 인지적 유연성 이론 ································································42
    4. 인본주의 이론 ······································································45
    5. 사회학습 이론 ······································································50
    제4장 자기주도 학습 방법 ·································································53
    1. 자기주도 학습 ······································································53
    2. 학습유형의 종류 ···································································57
    제2부 학생활동 참여중심 수업 동기유발 코칭 전략
    제1장 학습동기 이론 ········································································67
    1. 귀인이론 ············································································68
    2. 강화이론 ············································································76
    3. 자기효능감이론 ·····································································79
    4. 성취목표이론 ·······································································83
    5. 자기결정성이론 ·····································································86
    6. 자기가치이론 ·······································································90
    7. 기대×가치이론 ·····································································91
    8. 사회학습이론 ·······································································92
    9. ARCS 이론 ········································································93
    제2장 학습동기 유발 전략 ································································101
    1. 학습동기의 개념 ··································································101
    2. 학습동기 유발의 방법 ····························································102
    3. 학습동기 유발의 전략 ····························································105
    제3부 학생활동 참여중심 수업매체 개발 코칭 전략
    제1장 교수매체 유형 ·······································································113
    1. 교수매체의 개념 ··································································113
    2. 교수매체의 특성 및 기능 ························································114
    3. 교수매체의 선정 ··································································115
    4. 교수매체의 관련 이론 ····························································118
    5. 교수매체의 분류 ··································································121
    6. 교수매체의 종류 ··································································124
    제2장 교수매체 개발 전략 ································································129
    1. 호반(Hoban)의 교육과정 시각화 이론 ··········································129
    2. 데일(Dale)의 경험의 원추 이론 ·················································131
    3. 올센(Olsen)의 효율적인 학습 이론 ·············································134
    4. 브루너(Bruner)의 학습 준비성 관련 이론 ······································136
    5. 킨더(Kinder)의 지적 과정 이론 ·················································138
    6. 윗츠(Wittich)와 쉴러(Schiller)의 인지발달 과정 ·······························139
    제3장 ASSURE 모형 ······································································143
    1. 개요 ···············································································143
    2. 단계 ···············································································144
    제4부 학생활동 참여중심 교육과정 설계 코칭 전략
    제1장 교육과정 설계 이론 ································································153
    1. 교육과정 설계의 개념 ····························································153
    2. 교육과정 설계의 참여자 ··························································155
    3. 교육과정 설계의 원리 ····························································156
    4. 교육과정 설계의 유형 ····························································157
    5. 교육과정 설계의 모형 ····························································159
    제2장 교육과정 통합의 이해 ······························································177
    1. 교육과정 통합의 단계 ····························································177
    2. 교육과정 통합의 방법 ····························································179
    3. 교육과정 통합의 장애요인 ·······················································187
    제3장 교육과정 재구성의 이해 ···························································191
    1. 교육과정 재구성의 필요성 ·······················································191
    2. 교육과정 재구성의 원리 ··························································193
    3. 교육과정 재구성의 유형 ··························································194
    4. 교육과정 재구성 방법 ····························································195
    5. 교육과정 압축 ····································································196
    제4장 2015 교육과정 편성ㆍ운영 방안 ················································201
    1. 교육과정 구성의 방향 ····························································201
    2. 학교 급별 교육과정 편성ㆍ운영의 기준 ·········································205
    3. 학교 교육과정 편성ㆍ운영 ·······················································227
    4. 학교 교육과정 지원 ······························································232
    제5부 학생활동 참여중심 수업 방법 코칭 전략
    제1장 거꾸로 수업 ·········································································243
    1. 거꾸로 수업의 개념 ······························································243
    2. 거꾸로 수업의 역사 ······························································245
    3. 거꾸로 수업의 구성 요소 ························································248
    4. 거꾸로 수업의 단계 ······························································249
    제2장 협력학습 ··············································································259
    1. 협동학습의 개념 ··································································259
    2. 협력학습의 개념 ··································································264
    3. 협동학습과 협력학습의 비교 ·····················································264
    4. 협력학습 교육과정 설계 ··························································268
    제3장 융합교육 수업 ·······································································273
    1. 융합교육의 개념 ··································································273
    2. 융합교육의 배경 ··································································275
    3. 융합교육을 위한 교육과정 재구성 ···············································278
    4. 융합교육의 교수ㆍ학습 방법 ·····················································280
    5. 융합교육의 수업 사례 ····························································283
    6. 융합교육의 특징 ··································································286
    7. 융합교육의 설계 방법 ····························································287
    8. 융합교육의 설계 모형 ····························································291
    제4장 토의ㆍ토론학습 ······································································301
    1. 토의ㆍ토론학습의 개념 ···························································301
    2. 토의ㆍ토론학습의 특징 ···························································304
    3. 토의ㆍ토론학습의 원리 ···························································306
    4. 토의ㆍ토론학습의 과정 ···························································307
    5. 토의ㆍ토론학습을 위한 기초 기능 ···············································309
    6. 토의ㆍ토론학습의 평가 방법 ·····················································311
    7. 토의ㆍ토론학습에서의 교사 역할 ················································313
    제5장 하브루타 수업 ·······································································321
    1. 하브루타의 개념 ··································································321
    2. 하브루타의 역사 ··································································324
    3. 하브루타의 특징 ··································································326
    4. 하브루타의 원리 ··································································329
    5. 하브루타 수업 모형 ······························································331
    제6장 스마트교육 ···········································································341
    1. 스마트교육의 개념 ································································341
    2. 스마트교육과 유사한 용어 ·······················································344
    3. 스마트교육의 특징 ································································349
    4. 스마트교육의 방향 ································································352
    5. 스마트교육의 운영 모형 ··························································357
    제7장 뇌기반 수업 ·········································································373
    1. 두뇌기반학습의 역사적 배경 ·····················································373
    2. 뇌기반 수업의 개념 ······························································379
    3. 수업과 관련된 뇌 기제 ···························································385
    4. 뇌기반 수업의 특성 ······························································386
    5. 뇌기반 수업의 구성요소 ··························································387
    6. 뇌기반 수업 모형 ·································································389
    제6부 학생활동 참여중심 수업 평가 코칭 전략
    제1장 교수학습평가 이론 ··································································401
    1. 평가 기준에 따른 분류 ···························································401
    2. 평가 기능에 따른 분류 ···························································403
    3. 평가 대상 및 내용에 따른 분류 ·················································404
    4. 평가 영역에 따른 분류 ···························································405
    5. 평가 방법에 따른 분류 ···························································406
    6. 채점자의 주관성 게재 여부에 따른 분류 ·······································407
    7. 평가의 참조 대상에 따른 분류 ··················································407
    8. 교육평가의 기타 유형 ····························································408
    9. 교육평가의 구비 조건 ····························································410
    제2장 교수학습평가 문항 개발 전략 ····················································425
    1. 교육목표 설정 및 분석 ···························································425
    2. 평가 장면의 선정 ·································································427
    3. 평가 도구의 제작 및 선정 ·······················································428
    4. 평가 실시 및 분석 ·······························································429
    5. 평가 결과의 해석 및 활용 ·······················································430
    제3장 서술형 평가 ·········································································433
    1. 서술평 평가 문항 개발 단계 ·····················································433
    2. 서술평 평가 문항 개발 원리 ·····················································437
    3. 서술평 평가 문항 개발시 유의점 ················································438
    제4장 수행평가 ··············································································443
    1. 수행평가의 필요성 ································································443
    2. 수행평가의 개념 ··································································447
    3. 수행평가의 특징 ··································································449
    4. 수행평가의 방법 ··································································452
    5. 수행평가의 시행 방법 및 절차 ··················································457
    참고문헌 ··············································································462

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