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569쪽 | 규격外
ISBN-10 : 1156837510
ISBN-13 : 9791156837510
키위 교육학(상) 중고
저자 김현 | 출판사 이그잼
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2019년 1월 10일 출간
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책 소개

상품구성 목록
상품구성 목록

"교육학 논술을 준비하는 예비 중등 교사 수험생들에게 도움을 주고자 만들어진 책 대학에서 11년동안 교직과목을 강의하면서, 솔직하게 말하면 진지하게 임용고사를 준비하는 학생들의 입장에서 강의해본 적은 없었다. 대학의 강의라는 것이 늘 그렇듯이, 학생의 요구와 필요와는 관계없이 내 주관과 내 입장을 펼치고 그것을 학생들에게 설득하는 것으로 일종의 자기만족을 느끼는 형태의 수업을 했었다. 그러던 어느 날, 우연히 노량진에 들어와 임용고사 대비 강의를 하기 시작했고 수험생들을 대상으로 하는 강의는 내겐 정말 새로운 경험이었다. 이제야 비로소 학생들의 입장을 생각하기 시작했고, 그들이 나에게서 무엇을 원하는지를 알았다. 학자로서의 자존심과 학생들의 요구에서 조금 당황한 후에, 비로소 나는 깨달았다. 이들에게 중요한 것은 나의 생각, 나의 관점이 아니었다. 설사 나의 관점이 틀리지 않았다고 하여도 그것이 임용고사의 방향과 맞지 않는다면 옳지 않은 것이다. 2018년에 치러진 2019학년도 중등 임용고사는 1차 시험과 2차 시험으로 시행되었다. 1차 시험에 서 교육학은 논술형으로, 전공은 서술형으로 시험을 보았고 2차 시험에서는 면접과 수업실연이 진행된다. 1차 시험에서 1.5배수를 뽑고, 이후 2차 시험에서 1배수를 뽑으며 최종 합격자는 1차시험의 점수와 2차 시험의 점수를 합산하여 선정한다. 2018년 11월 24일에 치러진 교육학 논술은 총 5가지 영역에서 출제되었다. 교육심리, 교육과정, 교육평가, 교육연구법, 교육행정이 그것이다. 교사의 일지를 통해 다양한 교육학 영역의 개념을 활용하여 논하는 문제였다. 어느 한 영역에서 출제한 것이 아닌 다양한 교육학 분야를 아울러 출제된 것이 특징이고, 각 개념에 대한 정확한 이해를 통해 어떻게 문제 상황에서 주어진 조건을 잘 분석하고 통합하는가를 보고자 했던 시험이었다. 또한, 기존에는 출제된 적이 없는 교육연구법 부분이 출제되었다. 따라서 수험생 중에 몇 영역만 집중해서 공부한 학생보다는 두루두루 전 영역을 꼼꼼하게 정리한 학생들이 좀 더 접근하기 쉬웠던 시험으로 생각된다."

저자소개

저자 : 김현
"교육학박사


약력
?숙명여자대학교 교육학과, 숙명여자대학교 대학원 교육학과 졸업
?교육학학사, 교육학석사, 교육학박사 학위 취득
?숙명여대, 서울보건대, 고려대, 세종대, 명지대, 한국체육대학, 한남대, 목원대 등 다수 대학에서 교육학 및 교직과목 강의
?前 을지대학 교직과 교수
?前 숙명여대 교육대학원 강사
?前 아모르임용고시학원 교육학 전임교수
?現 교원임용 희소고시학원 교육학 전임교수

논문
?석사학위논문 : 통신인 문화와 그 교육적 의미의 연구
?박사학위논문 : 청소년 문제 담론을 통한 주체형성 과정에 관한 연구

저서
?교육학 키위 상ㆍ하(2009, 참교육과미래)
?최종모의고사(2009, 참교육과미래)
?기출문제 파헤치기 상ㆍ하(2009, 참교육과미래)
?교육학 키위 추록집(2010, 참교육과미래)
?교육관계법(2010, 참교육과미래)
?만점예감 예상문제집(2010, 참교육과미래)
?교육학 키위 상ㆍ하(2011, 북이그잼)
?왕기초 키위교육학(2011, 북이그잼)
?만점예감 예상문제집(2012, 북이그잼)
?교육관계법(2012, 북이그잼)
?최종모의고사(2012, 북이그잼)
?기출문제 파헤치기 상ㆍ하(2012, 북이그잼)
?파이널피드백 요약집(2012, 북이그잼)
?왕기초 키위교육학 논술(2014, 북이그잼)
?교육학 키위 상ㆍ하(2014, 북이그잼)
?키위교육학 마인드맵(2015, 북이그잼)
?키위교육학 한달에 입문하기(2018, 북이그잼)
?키위교육학 상ㆍ하(2015~2019, 북이그잼)"

목차

Intro 논술문
제1장 논술문의 이론과 실제 ········································································ 12

제1편 한국교육사
제1장 삼국시대의 교육 ··················································································· 42
01 고구려 ······························································································· 42
02 백 제 ·································································································· 43
03 신라 ··································································································· 44
04 발 해 ·································································································· 52
제2장 고려시대의 교육 ··················································································· 54
01 고려시대의 교육 개요 ······································································ 54
02 고려시대의 관학 ··············································································· 54
03 고려시대의 사학 ··············································································· 60
04 고려시대의 과거제도 ······································································· 62
05 고려의 교육사상가 ··········································································· 66
제3장 조선시대의 교육 ··················································································· 72
01 조선시대 교육의 개관 ······································································ 72
02 성리학의 전래 ··················································································· 73
03 조선의 관학 ······················································································· 74
04 조선의 사학 ······················································································· 86
05 조선시대의 과거제도 ······································································· 92
06 성리학과 교육사상가 ······································································· 96
07 실학과 교육사상가 ··········································································· 104
제4장 근대의 교육 ··························································································· 119
01 개 요 ·································································································· 119
02 우리나라 근대 교육의 기점에 대한 4가지 설 ································ 119
03 개화기의 학교제도 ··········································································· 122
04 개화기의 교육사상 ··········································································· 133
05 개화기의 민족교육운동 ··································································· 134
제5장 일제 식민지 교육 ················································································· 135
01 통감부 교육기(1905~1910) ························································· 135
02 식민지 교육기(1910~1945) ························································· 136
03 일제기의 민족교육운동 ··································································· 143
04 근대의 교육사상가 ··········································································· 146

제2편 서양교육사
제1장 고대 그리스의 교육 ············································································ 152
01 고대 그리스 문화와 교육의 특징 ···················································· 152
02 스파르타(Sparta)의 교육 ······························································· 154
03 아테네(Athenae)의 교육 ································································ 156
04 교육사상가 ······················································································· 158
제2장 로마의 교육 ··························································································· 169
01 로마의 문화와 교육의 특성 ····························································· 169
02 공화정 시대의 교육 ·········································································· 170
03 제정 시대의 교육 ·············································································· 171
04 로마의 교육사상가 ··········································································· 173
제3장 중세의 교육 ··························································································· 176
01 중세시대의 특징 ··············································································· 176
02 기독교 중심의 교육 ·········································································· 177
03 스콜라 철학과 교육 ·········································································· 180
04 중세 세속 교육 ················································································· 181
제4장 문예부흥과 교육 ·················································································· 189
01 문예부흥기의 사회와 문화 ······························································ 189
02 문예부흥기의 인문주의 교육 ·························································· 190
제5장 종교개혁과 교육 ·················································································· 193
01 종교개혁기의 사회와 문화 ······························································ 193
02 종교개혁기의 교육 ··········································································· 194
03 종교개혁기의 교육사상가 ······························································· 199
제6장 실학주의와 교육 ·················································································· 201
01 실학주의의 배경과 의미 ·································································· 201
02 실학주의 교육 ·················································································· 201
03 실학주의 교육사상가 ······································································· 203
제7장 18세기 계몽주의와 교육 ··································································· 206
01 계몽주의의 특징 ··············································································· 206
02 계몽주의 교육 ·················································································· 207
03 루소(Rousseau)의 자연주의 교육사상 ········································· 212
04 범애주의(Philanthropinism) 교육사상 ········································ 215
제8장 19세기 신인문주의 교육 ··································································· 219
01 시대적 특징 ······················································································ 219
02 신인문주의 교육의 특징 ·································································· 219
03 신인문주의 교육사상가 ··································································· 220
제9장 국가주의 교육(공교육제도의 발전) ················································ 230
01 개 요 ·································································································· 230
02 각국의 공교육제도의 발전 ······························································ 231
03 국가주의 교육사상가 ······································································· 241

제3편 교육철학
제1장 교육철학의 기초 ·················································································· 252
01 교육철학의 개념과 의미 ·································································· 252
02 교육의 어원 ······················································································ 253
03 교육의 성립조건 ··············································································· 254
04 교육의 목적 ······················································································ 264
제2장 지식과 교육 ··························································································· 265
01 철학의 분류 ······················································································ 265
02 인식론의 제 이론 ·············································································· 266
제3장 전통철학과 교육 ·················································································· 274
01 관념론(Idealism)과 교육 ································································ 274
02 실재론(Realism)과 교육 ································································· 275
03 자연주의(Naturalism)와 교육 ······················································· 276
04 실용주의(Pragmatism)와 교육 ····················································· 277
제4장 현대철학과 교육 ·················································································· 279
01 진보주의 교육철학(Progressivism) ············································· 279
02 본질주의 교육철학(Essentialism) ················································ 285
03 항존주의 교육철학(Perennialism) ··············································· 286
04 재건주의 교육철학(Reconstructionism) ···································· 288
제5장 20세기 후반의 교육철학 ··································································· 290
01 실존주의(existentialism) ······························································ 290
02 구조주의(structuralism) ······························································· 292
03 포스트모더니즘(Post-modernism) ············································· 293
04 현상학(phenomenology) ····························································· 296
05 해석학(hermeneutics) ·································································· 297
06 분석철학 ··························································································· 301
07 비판이론(critical theory) ······························································ 302
08 신자유주의와 교육 ··········································································· 309

제4편 교육사회학
제1장 교육사회학 이론 ·················································································· 314
01 구조기능주의(Structural functionalism) ·································· 314
02 갈등론(Conflict Theory) ······························································· 320
03 신교육사회학(New Sociology of Education) ···························· 336
04 기능론, 갈등론, 신교육사회학의 종합적 비교 ······························· 348
제2장 사회이동과 교육 ·················································································· 352
01 사회이동(Social mobility)의 개념 ················································ 352
02 사회이동의 유형 ··············································································· 352
03 사회이동과 교육체제 ······································································· 353
04 사회이동에 관한 두 관점 ································································· 355
제3장 교육과 평등 ··························································································· 359
01 교육기회균등의 의미 ······································································· 359
02 교육평등관의 유형 ··········································································· 360
03 교육격차의 인과론 ··········································································· 362
제4장 교육경쟁과 교육개혁 ·········································································· 369
01 학력사회와 교육경쟁 ······································································· 369
02 입시제도와 시험 ··············································································· 371
03 교육개혁의 이론과 과제 ·································································· 375
04 우리나라의 교육개혁 ······································································· 379
제5장 교육과 문화 ··························································································· 381
01 문화의 개념 ······················································································ 381
02 문화의 특성 ······················································································ 381
03 문화변화와 교육 ··············································································· 382
04 청소년 비행문화론 ··········································································· 383

제5편 교육행정
제1장 교육행정의 기초 ·················································································· 392
01 교육행정의 개념 ··············································································· 392
02 교육행정의 정의 ··············································································· 392
03 교육행정의 성격 ··············································································· 395
04 교육행정의 원리와 한계 ·································································· 399
제2장 행정학이론과 교육 ·············································································· 404
01 고전이론과 교육행정학(1910~1935) ·········································· 404
02 인간관계론(1930~1950) ······························································ 411
03 행동과학론(1950~현재) ································································ 417
04 체제론(system theory) ································································· 419
제3장 동기이론 ································································································· 428
01 동기의 개념과 동기이론의 분류 ····················································· 428
02 동기의 내용이론(content theory) ··············································· 428
03 동기의 과정이론(Process Theory) ·············································· 436
제4장 지도성 이론 ··························································································· 442
01 지도성 이론의 개요 ·········································································· 442
02 지도성 이론 ······················································································ 444
제5장 조직론 ····································································································· 464
01 조직의 개념과 특성 ·········································································· 464
02 조직의 유형 ······················································································ 469
03 조직풍토론 ······················································································· 472
04 조직문화론 ······················································································· 476
05 학교조직의 특성 ··············································································· 479
06 조직과 갈등관리 ··············································································· 486
제6장 장학행정 ································································································· 491
01 장학의 개념 ······················································································ 491
02 장학의 발달과정 ··············································································· 492
03 장학의 유형(장학행위의 주체에 따라) ··········································· 494
제7장 교육기획과 정책 ·················································································· 504
01 교육기획 ··························································································· 504
02 교육정책 ··························································································· 516
03 의사결정의 참여모형 ······································································· 526
제8장 학교경영의 개념과 기법 ···································································· 533
01 학교경영의 개념 및 성격 ································································· 533
02 단위학교 책임경영제(school-based Management) ················ 535
03 학교경영기법 ··················································································· 536
04 학교 예산의 운영과 기법 ································································· 547
05 학습조직 ··························································································· 561

ㆍ 찾아보기(Index) ·························································································· 563

책 속으로

출판사 서평

"중등교사?보건교사?영양교사?사서교사?교원임용 시험대비 교육학 점수를 '키'우기 '위'한 책! 새 경향에 맞춰 만점에 도전하는 키위 교육학 -원리이해 중심의 명쾌한 해설 -주관식 경향에 맞춘 핵심이론 수록 -논술형 문제 대비를 위한 교육학...

[출판사서평 더 보기]

"중등교사?보건교사?영양교사?사서교사?교원임용 시험대비

교육학 점수를 '키'우기 '위'한 책!
새 경향에 맞춰 만점에 도전하는 키위 교육학
-원리이해 중심의 명쾌한 해설
-주관식 경향에 맞춘 핵심이론 수록
-논술형 문제 대비를 위한 교육학 기본서

상권 : 한국교육사 / 서양교육사 / 교육철학 / 교육사회학 / 교육행정
하권 : 교육심리학 / 생활지도와 상담 / 교수학습과 교수공학 / 교육과정 / 교육평가와 통계 / 교육연구법

이 책은 교육학 논술을 준비하는 예비 중등 교사 수험생들에게 도움을 주고자 만들어진 책이다.
교육학적 지식에 관한 정확한 이해가 필요하다. 더 이상 단편적인 암기 위주의 교육학적 지식이 아니라, 각 학자의 이론과 교육적 개념에 대해서 정확하게 이해하고 표현하는 것이 중요해지는 것이다. 거기에 문제에서 요구하는 초점을 해석하고 거기에 맞게 글을 쓸 수 있는 능력 역시 중요한 부분이 된다. 따라서 이 책은 필수적으로 알아야 하는 교육학 이론과 지식을 수록하였다."

[출판사서평 더 보기 닫기]

책 속 한 문장

회원리뷰

  • 키위 교육학 | bb**ak1001 | 2019.03.09 | 5점 만점에 5점 | 추천:0
    사실 일반 도서가 아닌 특정한 목적이 있는 '수험서'기 때문에 어떤 방향으로 리뷰를 해야 할지 고민이 많았지만 내 나름대로 ...

    사실 일반 도서가 아닌 특정한 목적이 있는 '수험서'기 때문에 어떤 방향으로 리뷰를 해야 할지 고민이 많았지만 내 나름대로 정리해 리뷰해보려고 한다. 이 교재는 교육학 강의 중 저명한 교수님 중 한 분인 김현 교수님의 강의 교재인데, 사실 강의를 굳이 듣지 않아도 교재에 정리가 잘 돼 있어서 혼자 독학해도 괜찮을 교재라고 생각한다. 개인적으로 수험생들에게 친절한 교재라고 생각했던 게, 새로운 교육학 영역이 시작될 때 흐름도를 넣어 각 영역의 개관을 쉽게 알 수 있게 했으며 교재 날개 부분에 키워드를 넣어 정리할 수 있도록 구성되었기 때문이다. 또 실제 시험에서 출제된 내용의 경우에는 제목 옆에 몇 년도 어느 시험의 기출인지 알 수 있게 해 수험생이 공부할 때 좀 더 집중할 수 있도록 하였다. 개인적으로 가독성도 괜찮아서 정리하기 편한 교재였다. 

교환/반품안내

※ 상품 설명에 반품/교환 관련한 안내가 있는 경우 그 내용을 우선으로 합니다. (업체 사정에 따라 달라질 수 있습니다.)

교환/반품안내
반품/교환방법

[판매자 페이지>취소/반품관리>반품요청] 접수
또는 [1:1상담>반품/교환/환불], 고객센터 (1544-1900)

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