간편결제, 신용카드 청구할인
인터파크 롯데카드 5% (20,900원)
(최대할인 10만원 / 전월실적 40만원)
북피니언 롯데카드 30% (15,400원)
(최대할인 3만원 / 3만원 이상 결제)
NH쇼핑&인터파크카드 20% (17,600원)
(최대할인 4만원 / 2만원 이상 결제)
Close

학생활동 참여중심 수업 코칭 전략 : 미래교육 핵심 역량 강화를 위한

소득공제

2013년 9월 9일 이후 누적수치입니다.

공유하기
정가

22,000원

  • 22,000

    660P (3%적립)

할인혜택
적립혜택
  • I-Point 적립은 마이페이지에서 직접 구매확정하신 경우만 적립 됩니다.
추가혜택
배송정보
  • 5/29(월) 이내 발송 예정  (서울시 강남구 삼성로 512)
  • 무료배송
주문수량
감소 증가
  • 이벤트/기획전

  • 연관도서

  • 상품권

AD

책소개

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

저자소개

신재한 [저] 신작알림 SMS신청
생년월일 -

대구교대 국어교육학 학사, 경북대 석,박사(교수이론/교육방법/교수법), 국제뇌교육종합대학원대학교 뇌교육학과 학과장, 한국청소년상담학회 융합상담분과 학회장, 국가공인 브레인트레이너자격검정센터 센터장, 인성교육연구 학술지 편집위원장, 인성교육연구원 부원장, 한국교육개발원 연구위원, 교육부 연구사. 논문으로는 뇌과학적 고찰을 통한 뇌교육 기반 인성교육 방향 탐색, 뇌교육 기반 인성놀이 프로그램이 초등학생의 인성지수에 미치는 효과, 뇌교육 기반 인성계발 통합프로그램이 아동의 자아존중감 및 사회성에 미치는 영향, 뇌교육 기반 인성교육과정이

펼쳐보기

저자의 다른책

전체보기
펼쳐보기
김덕희 [저] 신작알림 SMS신청
생년월일 -

해당작가에 대한 소개가 없습니다.

전공도서/대학교재 분야에서 많은 회원이 구매한 책

    리뷰

    0.0 (총 0건)

    100자평

    작성시 유의사항

    평점
    0/100자
    등록하기

    100자평

    10.0
    (총 0건)

    판매자정보

    • 인터파크도서에 등록된 오픈마켓 상품은 그 내용과 책임이 모두 판매자에게 있으며, 인터파크도서는 해당 상품과 내용에 대해 책임지지 않습니다.

    상호

    (주)교보문고

    대표자명

    안병현

    사업자등록번호

    102-81-11670

    연락처

    1544-1900

    전자우편주소

    callcenter@kyobobook.co.kr

    통신판매업신고번호

    01-0653

    영업소재지

    서울특별시 종로구 종로 1(종로1가,교보빌딩)

    교환/환불

    반품/교환 방법

    ‘마이페이지 > 취소/반품/교환/환불’ 에서 신청 또는 1:1 문의 게시판 및 고객센터(1577-2555)에서 신청 가능

    반품/교환가능 기간

    변심 반품의 경우 출고완료 후 6일(영업일 기준) 이내까지만 가능
    단, 상품의 결함 및 계약내용과 다를 경우 문제점 발견 후 30일 이내

    반품/교환 비용

    변심 혹은 구매착오로 인한 반품/교환은 반송료 고객 부담
    상품이나 서비스 자체의 하자로 인한 교환/반품은 반송료 판매자 부담

    반품/교환 불가 사유

    ·소비자의 책임 있는 사유로 상품 등이 손실 또는 훼손된 경우
    (단지 확인을 위한 포장 훼손은 제외)

    ·소비자의 사용, 포장 개봉에 의해 상품 등의 가치가 현저히 감소한 경우
    예) 화장품, 식품, 가전제품(악세서리 포함) 등

    ·복제가 가능한 상품 등의 포장을 훼손한 경우
    예) 음반/DVD/비디오, 소프트웨어, 만화책, 잡지, 영상 화보집

    ·시간의 경과에 의해 재판매가 곤란한 정도로 가치가 현저히 감소한 경우

    ·전자상거래 등에서의 소비자보호에 관한 법률이 정하는 소비자 청약철회 제한 내용에 해당되는 경우

    상품 품절

    공급사(출판사) 재고 사정에 의해 품절/지연될 수 있음

    소비자 피해보상
    환불지연에 따른 배상

    ·상품의 불량에 의한 교환, A/S, 환불, 품질보증 및 피해보상 등에 관한 사항은 소비자분쟁해결 기준 (공정거래위원회 고시)에 준하여 처리됨

    ·대금 환불 및 환불지연에 따른 배상금 지급 조건, 절차 등은 전자상거래 등에서의 소비자 보호에 관한 법률에 따라 처리함

    (주) 인터파크커머스 안전결제시스템 (에스크로) 안내

    (주)인터파크커머스의 모든 상품은 판매자 및 결제 수단의 구분없이 회원님들의 구매안전을 위해 안전결제 시스템을 도입하여 서비스하고 있습니다.
    결제대금 예치업 등록 : 02-006-00064 서비스 가입사실 확인

    배송안내

    • 교보문고 상품은 택배로 배송되며, 출고완료 1~2일내 상품을 받아 보실 수 있습니다.

    • 출고가능 시간이 서로 다른 상품을 함께 주문할 경우 출고가능 시간이 가장 긴 상품을 기준으로 배송됩니다.

    • 군부대, 교도소 등 특정기관은 우체국 택배만 배송가능합니다.

    • 배송비는 업체 배송비 정책에 따릅니다.

    • - 도서 구매 시 15,000원 이상 무료배송, 15,000원 미만 2,500원 - 상품별 배송비가 있는 경우, 상품별 배송비 정책 적용