| 000 | 00000cam c2200205 c 4500 | |
| 001 | 000046134929 | |
| 005 | 20230512115930 | |
| 007 | ta | |
| 008 | 221123s2022 ggkd b 001c kor | |
| 020 | ▼a 9788925417165 ▼g 93370 | |
| 035 | ▼a (KERIS)BIB000016526546 | |
| 040 | ▼a 211015 ▼c 211015 ▼d 211009 | |
| 082 | 0 4 | ▼a 371.1 ▼2 23 |
| 085 | ▼a 371.1 ▼2 DDCK | |
| 090 | ▼a 371.1 ▼b 2022z5 | |
| 245 | 0 0 | ▼a 교사가 당면하는 문제의 원인 진단 및 처방 : ▼b 22개의 문제를 중심으로 / ▼d 길양숙 편 ; ▼e 권점례 [외] |
| 246 | 1 1 | ▼a 22 challenges to teachers : ▼b diagnosis and prescription |
| 260 | ▼a 파주 : ▼b 교육과학사, ▼c 2022 | |
| 300 | ▼a 530 p. : ▼b 도표 ; ▼c 26 cm | |
| 500 | ▼a 공저자: 김경신, 김명화, 김은실, 김정인, 오상철, 오인수, 이경언, 이기석, 이대식, 이은주, 최윤정, 홍송이 | |
| 504 | ▼a 참고문헌과 색인수록 | |
| 700 | 1 | ▼a 길양숙, ▼g 吉良淑, ▼d 1958-, ▼e 편 ▼0 AUTH(211009)93150 |
| 700 | 1 | ▼a 권점례, ▼g 權点禮, ▼d 1973-, ▼e 저 ▼0 AUTH(211009)116413 |
| 700 | 1 | ▼a 김경신, ▼e 저 |
| 700 | 1 | ▼a 김명화, ▼g 金明和, ▼d 1963-, ▼e 저 ▼0 AUTH(211009)102182 |
| 700 | 1 | ▼a 김은실, ▼d 1970-, ▼e 저 ▼0 AUTH(211009)122348 |
| 700 | 1 | ▼a 김정인, ▼e 저 |
| 700 | 1 | ▼a 오상철, ▼d 1970-, ▼e 저 ▼0 AUTH(211009)34426 |
| 700 | 1 | ▼a 오인수, ▼g 吳仁秀, ▼d 1971-, ▼e 저 ▼0 AUTH(211009)98901 |
| 700 | 1 | ▼a 이경언, ▼g 李京彦, ▼d 1966-, ▼e 저 ▼0 AUTH(211009)142632 |
| 700 | 1 | ▼a 이기석, ▼e 저 |
| 700 | 1 | ▼a 이대식, ▼g 李大植, ▼d 1966-, ▼e 저 ▼0 AUTH(211009)7552 |
| 700 | 1 | ▼a 이은주, ▼e 저 |
| 700 | 1 | ▼a 최윤정, ▼e 저 |
| 700 | 1 | ▼a 홍송이, ▼g 洪松怡, ▼d 1972-, ▼e 저 ▼0 AUTH(211009)151153 |
| 945 | ▼a ITMT |
소장정보
| No. | 소장처 | 청구기호 | 등록번호 | 도서상태 | 반납예정일 | 예약 | 서비스 |
|---|---|---|---|---|---|---|---|
| No. 1 | 소장처 중앙도서관/제2자료실(3층)/ | 청구기호 371.1 2022z5 | 등록번호 111871771 | 도서상태 대출가능 | 반납예정일 | 예약 | 서비스 |
컨텐츠정보
책소개
이 연구에서는 우선 교사들이 일상에서 당면하는 보편적이고 중요하다고 평가하는 문제들을 조사하였다. 그 결과 네 개의 대범주(생활지도 및 학생과의 관계/교육과정ㆍ수업ㆍ평가/인간관계 갈등/업무ㆍ교육정책ㆍ인사), 열 개의 중범주, 50여 개의 소범주 문제들을 발견하였다. 이 책은 교육연구의 결과를 교육문제를 진단하고 해결하는 데 사용할 수 있게 하는 하나의 지식 가공 모델을 제시한다.
정보제공 :
저자소개
이대식(지은이)
서울대학교 사범대학 교육학과 학사 서울대학교 사범대학 교육대학원 교육방법전공 석사 미국 오리건 대학교 특수교육과 박사(Ph.D.) 전 한국학습장애학회 회장 한국통합교육학회 회장 현 경인교육대학교 특수(통합)교육학과 교수 한국통합교육학회 이사 한국특수교육학회 이사
이경언(지은이)
한국교육과정평가원 음악과 연구원.
김은실(지은이)
대학에서 심리학을 전공하고 대학원에서 교육학을 전공하여 박사학위를 받았다. 자폐아동 교육기관에서 근무하기 시작해 이후 20여 년간 아동과 청소년을 상담했고, 이러한 경험을 바탕으로 학생과 성인(부모, 교사, 교수)이 서로의 마음을 이해할 수 있도록 하기 위한 연구 및 저술 활동, 강연, 워크숍 등을 진행하고 있다. 김은실 아동발달센터 소장 및 심리상담전문컨설팅 마음샘 대표를 역임하였으며, 현재 남서울대학교 아동복지학과 교수이자, 학생생활상담센터 소장으로 재직하고 있다. 주요 저서로는 아이들의 행복 키워드: 민감성(공저, 마음샘, 2011), 아이들의 자존감을 높여 주는 셀프업: 자존감 향상 프로그램(공저, 마음샘, 2012), 자존감 향상 프로그램(공저, 학지사, 2015) 등이 있다.
오상철(지은이)
연세대학교 교육과학대학 교육학과(문학사) 연세대학교 대학원 교육학과(교육학 석사) 미국 미주리대학교(Univ. of Missouri-Columbia) 대학원(교육공학 전공 박사) 현재: 한국교육과정평가원 선임연구원
오인수(지은이)
이화여자대학교 사범대학 교육학과 교수(2009-현재)로 미국 사우스케롤라이나대학교(University of South Carolina) 사범대학 교육학과 교수(2007-2009)를 역임하였다. 미국 펜실베이니아주립대학교(The Pennsylvania State University)에서 상담자교육(Counselor Education)으로 박사학위를 취득하였으며 아동 및 청소년의 상담과 교육 전문가이다. 학교폭력 및 학생 부적응에 관한 연구를 수행하여 약 100여 편의 국내외 논문을 발표하였고 학술지인 ??교육과학연구??의 편집장을 맡았으며 이화여자대학교 연구실적 우수교수(2017) 및 강의 우수교수(2011)로 선정된 바 있다. 상담과 교육에 관한 15편의 저서를 집필하였으며 주요 역서로는 아동 · 청소년을 위한 학교상담(2016), 다문화상담(2015, 대한민국학술원 우수학술도서 선정) 등이 있다. 10년간 교사로 재직한 경험과 5년간 청소년을 상담한 경험을 바탕으로 학교폭력을 포함한 학교 현장의 문제를 해결하는 실천적 연구를 진행하고 있으며 이러한 노력을 인정받아 2017년 부총리 겸 교육부장관 표창(학교폭력 예방 및 근절 부분)을 수상하였다.
권점례(지은이)
한국교육과정평가원 연구위원
김명화(지은이)
한국교육과정평가원 연구위원
김정인(지은이)
인제대학교 일산백병원 임상감정인지기능연구소 연구실장
이기석(지은이)
강원대학교 교육학과 강사
이은주(지은이)
경북대학교 교육학과 교수
최윤정(지은이)
강원대학교 교육학과 교수
홍송이(지은이)
[약력] 서울대학교 대학원 교육학과 (교육학 석사) 강원대학교 대학원 교육학과 (교육학 박사) (현) 강원대학교 사범대학 교육학과 강사 [주요 저서 및 논문] (공저) 학부모 자녀교육동기론 (공저) 교사가 당면하는 문제의 원인 진단 및 처방 Development and validation of the theory of transition to college student : A sequential mixed method of grounded theory and structural equation modeling (2021). Exploring predictors of parents’ involvement in children’s education (2018). 후기청소년의 대학생으로의 전환 효능감 측정도구 개발 및 타당화 연구 (2020). 대학신입생의 첫 학기 전환 유형과 통시적 변화 분석 (2018). 자기결정성 동기 이론을 적용한 학부모의 자녀 학교교육 참여 동기 탐색 (2016). 학습컨설팅 지원 튜터링 프로그램이 대학생의 학습동기, 학습몰입, 학업성취에 미치는 효과 (2016). 자기평가형 창의성 검사의 활용 가능성에 대한 탐색 (2003). 등 다수
김경신(지은이)
전직 교사, 강원대학교 교육학과 강사
길양숙(엮은이)
강원대학교 교육학과 교수
목차
머리말 / 3 책 사용 방법 / 14 제1부 학습부진, 생활 및 진로지도 문제 제1장 학습부진 ··············································································19 Ⅰ. 서론 ···············································································19 Ⅱ. 원인 ···············································································20 Ⅲ. 학습부진 특징 및 진단 ··························································24 Ⅳ. 해결 방법 ·········································································31 제2장 전문가의 도움이 필요한 아이 ······················································41 Ⅰ. 서론 ···············································································41 Ⅱ. 원인 및 증상 ·····································································43 Ⅲ. 진단 ···············································································44 Ⅳ. 해결 방법 ·········································································51 제3장 무례하고 대드는 학생 ·······························································65 Ⅰ. 서론 ···············································································65 Ⅱ. 원인 ···············································································67 Ⅲ. 증상 및 진단 ·····································································68 Ⅳ. 해결 방법 ·········································································77 제4장 학교폭력의 예방과 대처 ····························································89 Ⅰ. 학교폭력의 실태 ··································································89 Ⅱ. 학교폭력의 원인 ··································································95 Ⅲ. 학교폭력의 진단 ··································································98 Ⅳ. 학교폭력의 유형 ································································101 Ⅴ. 효과적인 예방 전략 ·····························································103 Ⅵ. 효과적인 대처 전략 ·····························································104 제5장 스마트폰 과의존 및 게임 중독의 개입 ··········································113 Ⅰ. 스마트폰 과의존 및 게임 중독의 이해 ········································114 Ⅱ. 원인 ··············································································118 Ⅲ. 증상 및 진단 ····································································123 Ⅳ. 지도 방법 ········································································129 제6장 진로 및 진학 문제에 대한 교육적 처방 ·········································141 Ⅰ. 진로 및 진학 문제의 원인 ·····················································142 Ⅱ. 증상 및 진단 ····································································147 Ⅲ. 문제 해결 방법 ··································································153 제7장 성적 증진과 진학지도 ·····························································163 Ⅰ. 서론 ··············································································163 Ⅱ. 원인 ··············································································167 Ⅲ. 증상 및 진단 ····································································169 Ⅳ. 해결 방법 ········································································171 제2부 교육과정, 교육방법, 평가 문제 제8장 현실 적합성 낮은 교육과정과 파행 운영 ········································181 Ⅰ. 서론 ··············································································181 Ⅱ. 원인 ··············································································183 Ⅲ. 증상 및 진단 ····································································185 Ⅳ. 해결 방법 ········································································187 제9장 학습동기의 부족 ····································································195 Ⅰ. 서론 ··············································································195 Ⅱ. 원인 ··············································································197 Ⅲ. 증상 및 진단 ····································································201 Ⅳ. 해결 방법 ········································································204 제10장 비효율적인 수업의 원인과 해결 방안 ············································223 Ⅰ. 서론 ··············································································223 Ⅱ. 원인 ··············································································224 Ⅲ. 증상과 진단 ·····································································231 Ⅳ. 문제 해결 방안 ··································································252 제11장 수업에서의 개인차: 현황, 원인 및 처방 ········································263 Ⅰ. 현황 ··············································································263 Ⅱ. 원인 ··············································································264 Ⅲ. 처방 ··············································································265 제12장 교육과정과 유리된 평가 ···························································289 Ⅰ. 서론 ··············································································289 Ⅱ. 원인 및 증상 ····································································290 Ⅲ. 해결 방법 ········································································296 제13장 수행평가 적용의 문제점 및 발전 방안 ··········································307 Ⅰ. 서론 ··············································································307 Ⅱ. 수행평가의 본질 ································································309 Ⅲ. 적용의 문제점 ···································································311 Ⅳ. 적용 실태 ········································································313 Ⅴ. 발전 방안 ········································································316 제14장 상대평가의 부작용 ·································································323 Ⅰ. 서론 ··············································································323 Ⅱ. 원인 ··············································································324 Ⅲ. 증상 및 진단 ····································································329 Ⅳ. 해결 방법 ········································································337 제15장 정의적 특성 평가의 문제 ··························································347 Ⅰ. 서론 ··············································································347 Ⅱ. 원인 및 진단 ····································································349 Ⅲ. 해결 방법 ········································································360 제3부 교사 소진, 학부모, 인간관계 갈등, 업무 문제 제16장 교사의 소진 ·········································································379 Ⅰ. 서론 ··············································································379 Ⅱ. 원인 ··············································································381 Ⅲ. 증상 ··············································································383 Ⅳ. 진단 ··············································································385 Ⅴ. 해결 방법 ········································································387 제17장 학부모의 간섭과 불합리한 요구 ··················································401 Ⅰ. 서론 ··············································································401 Ⅱ. 원인 및 증상 ····································································403 Ⅲ. 해결 방법 ········································································412 제18장 학부모의 무관심과 비협조 문제 ··················································431 Ⅰ. 서론 ··············································································431 Ⅱ. 원인 및 증상 ····································································433 Ⅲ. 해결 방법 ········································································437 제19장 교사 간 갈등 ·······································································455 Ⅰ. 서론 ··············································································455 Ⅱ. 원인 ··············································································457 Ⅲ. 증상 및 진단 ····································································462 Ⅳ. 해결 방법 ········································································464 제20장 교사의 승진 경쟁 ··································································473 Ⅰ. 서론 ··············································································473 Ⅱ. 원인 ··············································································476 Ⅲ. 증상 및 진단 ····································································480 Ⅳ. 해결 방법 ········································································485 제21장 문제교사: 부적격 교사 관리 ······················································489 Ⅰ. 서론 ··············································································489 Ⅱ. 원인 ··············································································491 Ⅲ. 증상 및 진단 ····································································493 Ⅳ. 해결 방법 ········································································499 제22장 교사의 행정업무경감(업무정상화) ·················································507 Ⅰ. 서론 ··············································································507 Ⅱ. 원인 ··············································································511 Ⅲ. 증상 및 진단 ····································································514 Ⅳ. 해결 방법 ········································································519 찾아보기 ·······················································································525
