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교육학입문 요약정보 및 구매

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위시리스트0
판매가격 18,000원
저자 정주영, 천정미
발행일 2022-03-10
ISBN 978-89-254-1672-4(93370)
페이지 350
판형 46배
포인트 0점
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    도서소개

    교육학입문 책은 총 12장으로 구성하였다. 많은 영역을 다룰 수 없는 한계도 있었지만, 최근 교육의 큰 방향에 중점을 두어 집필을 하였다. 첫 번째 영역에서는 교육을 중심으로 인간, 사회, 역사, 철학을, 두 번째 영역에서는 교육과정, 교수-학습의 과정, 구성주의, 교육방법, 학습자중심의 교수법, 교육공학, 교육평가, 미래지능정보사회와 메타버스라는 내용으로 구성하였다.

    목차

    머리말 / 3


    제1장 교육과 교육학 ·······································································9

    1. 교육의 이해 ········································································11

    2. 교육학의 이해 ······································································20


    제2장 인간과 교육 ·········································································27

    1. 교육의 필요성과 가능성 ···························································29

    2. 인간의 본질적 이해 ·······························································31

    3. 인간의 성격적 이해 ·······························································36

    4. 인간의 인지적 이해 ·······························································44

    5. 인간의 도덕적 이해 ·······························································51


    제3장 교육과 사회 ·········································································57

    1. 교육과 사회의 관계 ·······························································59

    2. 교육현상의 사회학적 관점 ························································63

    3. 교육과 평등 ········································································68


    제4장 교육과 역사 ·········································································73

    1. 교육사 탐구의 의의 ·······························································75

    2. 한국교육의 역사 ···································································77

    3. 서양교육의 역사 ···································································99


    제5장 교육과 철학 ·······································································125

    1. 철학과 교육철학 ··································································127

    2. 전통철학과 교육 ··································································131

    3. 현대교육이론의 철학적 의미 ····················································138

    4. 현대 이후 교육철학 ······························································143


    제6장 교육과정 ············································································151

    1. 교육과정의 개념 ··································································153

    2. 교육과정의 유형 ··································································154

    3. 교육과정의 종류 ··································································157

    4. 교육과정의 구성 ··································································159


    제7장 교수-학습의 과정 ·······························································163

    1. 교수-학습의 이해 ·································································165

    2. 교수-학습이론 ····································································171


    제8장 구성주의와 교육방법 ···························································197

    1. 구성주의 학습이론 ·······························································199

    2. 교육방법 ···········································································206


    제9장 학습자 중심의 교수법 ··························································215

    1. 문제중심학습(PBL) ·······························································217

    2. 액션러닝(Action Learning) ·····················································227

    3. 플립러닝(Flipped Learning) ···················································237

    4. 게이미피케이션(Gamification) ·················································253


    제10장 교육공학 ············································································263

    1. 교육공학의 개념과 특징 ·························································265

    2. 교수설계 ···········································································274

    3. 교수매체 ···········································································284


    제11장 교육평가 ············································································289

    1. 교육평가의 개념 ··································································291

    2. 교육평가의 관점 ··································································291

    3. 평가도구의 조건 ··································································294

    4. 교육평가의 유형 ··································································297

    5. 수행평가 ···········································································301


    제12장 미래 지능정보사회의 교육 ····················································311

    1. 미래 지능정보사회 ·······························································313

    2. 미래 지능정보사회와 Metaverse 교육 ·········································316


    참고문헌 ··············································································331

    찾아보기 ··············································································337

    저자소개

    정주영

    부산대학교 교육학박사, 교육공학 전공

    현 동의대학교 교직학부 교수(학부장)

    동의대학교 일반대학원 융합미디어교육공학과 주임교수

    동의대학교 메타버스교육연구소 소장


    천정미

    경성대학교 교육학박사, 교육철학 전공

    현 동의대학교 교직학부 조교수

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