PLEASE SELECT THE DESTINATION COUNTRY AND LANGUAGE :
품명 | 4차 산업혁명시대 인성교육의 실제 |
---|---|
적립금 | 300원 (1.5%) |
상품코드 | P0000OVB |
주문수량 | |
저자 | 신재한, 김상인 |
발행일 | 2019-01-15 |
ISBN | 978-89-254-1343-3(93370) |
판형 | 4x6배변형 |
페이지 | 440p |
결제수단 | 카드 결제, 무통장 입금 / 공기관 후불, 적립금, 실시간 계좌이체 |
판매값 | 20,000원 (면세) |
구매방법 | |
---|---|
배송주기 |
정기배송 할인 save
|
옵션선택 |
할인가가 적용된 최종 결제예정금액은 주문 시 확인할 수 있습니다.
4차 산업혁명시대 인성교육의 실제
<< 책소개 >>
4차 산업혁명 시대를 적극적으로 준비하고 대응할 수 있는 미래교육의 목적과 방향 탐색, 교수-학습 방법 개선, 미래 사회에 길러야 할 인재 역량 등 다방면으로 모색할 필요가 있다. 또한, 4차 산업혁명 시대는 현재 인간이 수행하고 있는 거의 대부분의 기능이 인공지능으로 대체될 것을 감안하면, 미래교육의 방향도 “두뇌(Brain)”의 기능을 밝히는 신경과학, 뇌과학, 인지과학을 토대로 획기적인 패러다임 전환을 가져올 필요가 있다.
그러나 기존의 인성교육 문제점을 종합적으로 정리해 보면 다음과 같다. 첫째, 인성교육에 대한 개념 및 구성요소, 덕목 등에 대한 사회적인 합의가 부족하여 인성교육이 나아가야 할 방향을 제대로 정립하지 못하고 있다. 둘째, 학력 중심 입시위주 교육으로 인해 인성교육이 제대로 정착하지 못하고 있다. 셋째, 인성교육을 긍정적으로 바라보는 학생ㆍ교사ㆍ학부모 등 전 국민의 노력이 부족하다. 넷째, 특정 교과, 특정 덕목 등 특정 영역을 중심으로 인성교육을 실시하고 지식이나 사고위주의 단편적인 인성교육을 실천함으로써 학생들의 정서 자극을 통한 마음의 변화나 지속적인 반복 습관 및 실천 행위까지 유도하지 못하였다.
따라서, 본 저서는 4차 산업혁명 시대에 걸맞는 체험 중심 인성교육, 뇌과학 기반 인성교육, 과정 중심 인성교육 등 최신 인성교육 방법과 사례를 제시하고 있다는 점에서 매우 의의가 있다.
본 저서는 4차 산업혁명시대 인성, 감성, 정서의 중요성이 좀 더 강조됨에 따라서, 인성 역량을 함양할 수 있는 구체적인 방법 및 사례를 내용으로 구성하였으므로, 학부모, 교사, 학생, 교육전문가 등에게 매우 유용할 뿐만 아니라, 실제 사례를 중심으로 구성되어 있어 누구든지 쉽게 이해할 수 있다.
<< 목차 >>
머리말 / 3
제1부 4차 산업혁명시대 인성교육의 이해
제1장 4차 산업혁명시대 인성교육의 이해 ···············································11
1. 4차 산업혁명시대 특징 및 미래교육의 변화 ·····································11
2. 인성의 개념 및 구성요소 ·························································28
3. 인성교육의 개념 및 역량 ·························································38
4. 인성교육진흥법의 이해 ····························································51
제2장 인성교육 실태 및 최근 동향 ·······················································61
1. 인성교육 현황 및 실태 ····························································61
2. 인성교육의 효과 ···································································78
3. 인성교육의 문제점 ·································································82
4. 인성교육의 최근 동향 ·····························································83
5. 인성교육의 최근 접근 모형 ·······················································89
제3장 뇌과학에 기반한 인성교육 ··························································97
1. 두뇌의 구조 및 기능 ······························································97
2. 두뇌의 구성 요소 ·································································105
3. 뇌교육 기반 인성교육 ····························································112
제2부 인성교육의 주요 이론
제1장 인성교육 원리 및 유형 ····························································137
1. 인성교육의 원리 ··································································137
2. 인성교육의 유형 ··································································142
제2장 인성교육의 주요 관점 ······························································159
1. 전통주의적 관점 ··································································159
2. 아동 발달적 관점 ·································································161
3. 배려 공동체적 관점 ······························································164
4. 구성주의적 관점 ··································································167
5. 절충적 관점 ·······································································170
6. 배려윤리적 관점 ··································································176
7. 사회정서학습 관점 ································································180
제3장 인성교육 관련 발달 단계 ·························································199
1. 정서지능 이론 ····································································199
2. Piaget의 도덕성 발달이론 ·······················································203
3. Vygotsky의 인지발달이론 ·······················································207
4. Freud의 성격발달이론 ···························································208
5. Erikson의 사회심리발달이론 ····················································209
6. Kohlberg의 도덕성발달이론 ·····················································211
7. Lickona의 도덕성발달이론 ······················································212
8. Maslow의 욕구위계이론 ·························································213
9. 청소년기 인성 발달 특징 ························································217
제4장 인성교육 교수학습 방법 ···························································233
1. 토의ㆍ토론학습 ···································································233
2. 프로젝트 학습 ····································································239
3. 협력적 문제해결학습 ·····························································246
4. 하브루타 ··········································································252
5. 액션러닝 ··········································································259
6. Jigsaw 모형 ·····································································272
제5장 교과별 인성교육 방법 및 수업 모형 ············································279
1. 교과별 수업 방법 ·································································279
2. 수업 모형 ·········································································283
제3부 인성교육의 추진 정책 및 사례
제1장 인성교육 추진 정책 ································································309
1. 2013년 인성교육 강화 기본 계획 ··············································309
2. 2014년 인성교육 강화 기본 계획 ··············································319
3. 2015년 인성교육 강화 기본 계획 ··············································347
제2장 혁신학교 운영 사례 ································································357
1. 서울시교육청 ······································································357
2. 경기도교육청 ······································································361
3. 광주시교육청 ······································································369
4. 전북교육청 ········································································375
5. 전남교육청 ········································································393
제3장 해외 인성교육 적용 사례 ·························································395
1. 미국 인성교육 ····································································395
2. 독일 인성교육 ····································································399
3. 핀란드 인성교육 ··································································401
4. 싱가포르 인성교육 ································································402
5. 일본과 중국(대만) 인성교육 ······················································406
제4장 국내 인성교육 적용 사례 ·························································407
1. 대상별 인성교육 적용 사례 ······················································407
2. 덕목별 인성교육 적용 사례 ······················································414
3. 장소별 인성교육 적용 사례 ······················································428
찾아보기 ··············································································435
<< 저자 >>
신재한
경북대학교 교육학박사
교육부 연구사
한국교육개발원 연구위원
한국청소년상담학회 융합상담분과 Supervisor
국제뇌교육종합대학원대학교 교수
김상인
상담심리학 박사(Ph.D.)
Alfred Alder’s Psychologist
America Counseling Association 전문회원
국회인성교육실천포럼 자문위원
사) 전국교사힐링상담센터 Supervisor
사) 충남힐링상담센터 Supervisor
한국교원대학교 대학원 겸임 부교수
카드결제 :
- 고액결제의 경우 안전을 위해 카드사에서 확인전화를 드릴 수도 있습니다.
- 확인과정에서 도난 카드의 사용이나 타인 명의의 주문등 정상적인 주문이 아니라고 판단될 경우 임의로 주문을 보류 또는 취소할 수 있습니다.
실시간계좌이체 :
- 선택하시는 고객의 계좌에서 직접 출금됩니다.
무통장 입금 :
- 주문시 입력한 입금자명과 실제입금자의 성명이 반드시 일치해야 하며, 다를 경우 주문서 아래에 있는 전달사항에 메모를 남겨주시거나 연락을 주시기 바랍니다.
- 7일 이내로 입금하셔야 하며 입금되지 않은 주문은 취소 됩니다.
- 공기관일 경우 후불주문이 가능하며, 이 경우 아래의 전달사항에 관련 내용을 적어 주시거나 연락을 주시기 바랍니다.
- 선생님께서 주문하신 상품은 입금 확인후 배송해 드립니다. (공기관 후불제외)
- 보통 2~4일 걸리며, 상품 종류나 경우에 따라서는 5일 이상 지연될 수 있습니다(공휴일은 제외). 늦어지는 경우 사전에 알려드립니다.
- 외국 제품 중 수입해야 할 경우, 최대 40일까지 소요될 수 있습니다(사전에 알려드립니다).
- 산간벽지나 제주도와 같은 도서지방은 별도 추가요금이 발생될 수 있습니다.
- 상품에 따라서는 견적을 요청하거나 전화로 문의해야 하는 경우도 있으며 이경우 운송비가 별도 계산될 수 있습니다.
게시물이 없습니다
게시물이 없습니다