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공업교육원론

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류창열 , 문대영 지음 | 교육과학사 | 2019년 08월 30일 출간
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상품상세정보
ISBN 9788925414119(8925414112)
쪽수 526쪽
크기 188 * 257 * 29 mm /1091g 판형알림

책소개

이 책이 속한 분야

“공업교육원론”은 처음부터 공업교육에 관한 가장 원론적인 서적을 지향하고 있다. 이 책은 공업교육의 기초 이론과 교육의 실제, 그리고 선진 외국의 사례를 설명한 기본적인 전문서적이다.
과학기술과 함께 공업교육과 기술 인력 양성의 문제는 민족의 사활이 걸린 중요한 문제로 새롭게 인식되고 있으면서도 공업교육에 관한 이론적 기초를 제시한 문헌이 매우 부족하다는 인식에서 공업교육에 관한 기본 이론서인 “공업교육원론”의 출판을 구상하게 되었다.
이 책은 공업교육이 이루어지는 기초 이론과 우리의 교육의 실제를 설명하여 첫째, 이론에 맞는 공업교육을 실시하는 데 필요한 기초 서적이 되도록 하고 둘째, 실제에 기초한 새로운 이론이 만들어질 기초를 제공하려는 목적을 가지고 저술되었다.
새로 출판되는 제4판 내용은 초판, 개정판, 제3판을 바탕으로 다음과 같은 점을 수정 보완, 그리고 보충하였다.
첫째, ‘공업교육원론’에 관한 새로운 이론을 추가시키고, 교육과정 개정 등의 환경 변화에 맞도록 내용을 대폭 수정, 보충하였다.
둘째, 편집체제를 개선하였다. 매장의 끝에는 요약과 함께 연구 과제를 제시하였다. 이 과제에는 기존 임용고사 등에서 출제된 문제를 분석하여 반영하였다.
셋째, ‘공업교육원론’의 제목에 맡게 내용을 원론적인 것으로 하고, 지나치게 구체적이거나 난해한 내용은 대폭 삭제하였다.
넷째, 새로운 지식 내용을 추가하고, 낡은 개념을 삭제하였다. 특히 “공업교육의 철학적 기초” 부분을 보충하여 이론적 기초를 튼튼하게 하였다.
마지막으로, 내용의 완성도를 높이려고 노력하였다. 특히, 개정판에서 소홀하게 다루었던 ‘공업교육과정’, ‘공업교육의 교수와 학습’, ‘공업교육 평가’의 부분을 많이 보충하였다.

목차

제1장 공업교육의 개념 / 11
Ⅰ. 공업교육의 의미 .. 11
1. 공업교육의 개념 ······································································11
2. 공업교육과 관련된 용어 ·························································18
Ⅱ. 공업교육의 목적 .. 30
1. 공업교육의 기본 목표 ·····························································30
2. 공업교육에서의 기술 수준별 목표 ········································35
Ⅲ. 공업교육의 유형 .. 38
1. 직업준비교육(preservice vocational education)과 사업내 교육(inservice vocational education) ·············38
2. 학교교육(formal education)과 사회교육(informal education) ·································38
3. 전일제(all-day school program)와 정시제(part-time program) ·····························39

제2장 공업교육의 중요성 / 43
Ⅰ. 공업교육의 학문적 중요성 .. 43
1. 지식의 용도와 공업교육 ·························································43
2. 지식의 유형과 공업교육 ·························································45
Ⅱ. 공업교육의 개인적 및 사회적 중요성 .. 47
1. 공업교육의 개인적 중요성 ·····················································47
2. 공업교육과 사회적 필요 ·························································57

제3장 공업교육의 역사 / 67
Ⅰ. 공업교육의 역사적 발전과정 .. 67
1. 현장교육(on-the-job-training) ···········································67
2. 도제제도(apprenticeship) ····················································68
3. 현대적 공업교육체제의 정립 ·················································70
Ⅱ. 우리나라 공업교육의 발달 .. 82
1. 실업교육체제 정착의 경과 ·····················································82
2. 공업계 고등학교 교육의 발전 ···············································95
3. 전문대학 교육의 발전 ··························································127

제4장 우리나라 공업교육의 체제와 현황 / 133
Ⅰ. 공업교육 체제 .. 133
1. 단선형 학제 ···········································································134
2. 교육의 기본 체제 ··································································135
Ⅱ. 공업교육의 현황 .. 139
1. 학교 교육과정 운영 체제 ·····················································139
2. 공업계 고등학교 교육 ··························································160
3. 전문대학 교육 ········································································170
4. 준학교 체제의 공업교육 ·······················································172
Ⅲ. 사회교육의 직업훈련 .. 176
1. 직업훈련 목적 ········································································176
2. 직업훈련 체제 ········································································177

제5장 공업계 교사교육 / 183
Ⅰ. 공업계 교사교육의 특성 .. 183
1. 산업 기술 인력과 교사교육 ·················································183
2. 산업계 종사자에게 요구되는 자격 ······································184
Ⅱ. 공업계 교사교육체제 .. 188
1. 공업계 교사에게 필요한 자질 ·············································188
2. 공업계 교사교육체제 ····························································190
Ⅲ. 공업·기술계 교사교육의 역사 .. 194
1. 해방 후 초창기의 교원자격검정 ·······································195
2. 대학 부설 중등교원양성소와 무시험 검정제도 ·················195
3. 대학 교원양성학과의 설립 ···················································196
4. 교원양성을 위한 공업교육대학의 특성화 ··························199
5. 일반보통교육으로 제공되는 기술교과 담당교사교육 ········201
Ⅳ. 공업기술계 교사교육의 현황 .. 202
1. 공업계 실과교원의 자격기준 및 양성 현황 ······················202
2. 공업계 실과 교원의 재교육 ·················································209
3. 공업기술계 교사교육의 과제 ···············································213

제6장 공업교육의 철학과 교육과정 / 219
Ⅰ. 공업교육의 철학 .. 219
1. 교육철학과 공업교육 철학 ···················································219
2. 행동주의(Behaviorism) 철학 ·············································222
Ⅱ. 공업교육과정의 기초 .. 224
1. 공업교육 계획의 특징 ··························································255
2. 목적의 조작(operational)적 특성 ·····································228
3. 공업교육의 이론과 실습 ·······················································233
4. 공업교육의 기초교육과 전문교육 ········································236
Ⅲ. 공업교육과정의 모형과 접근방법 .. 243
1. 공업교육과정모형 ··································································243
2. 공업교육과정의 접근방법 ·····················································253

제7장 공업교육의 교수와 학습 / 261
Ⅰ. 공업교육 교수-학습의 기초 .. 261
1. 교수-학습의 단계 ··································································261
2. 교수-학습 내용의 조직 원리 ···············································264
3. 교육 목표의 분류(taxonomy of objectives) ·················269
Ⅱ. 공업교육의 교수-학습방법 .. 276
1. 공업교육의 교수학습방법 유형과 특징 ······························276
2. 교수-학습방법의 선정 ··························································279
Ⅲ. 교수-학습의 실제 .. 287
1. 행동주의 학습이론의 적용 ···················································287
2. 교수자료의 개발 ····································································303
3. 문제해결법과 프로젝트법에 의한 교수-학습 ·····················313
Ⅳ. 실습장에서의 지도 .. 319
1. 실습장의 유형 ········································································320
2. 실습장 조직관리 ····································································321

제8장 공업교육의 평가 / 329
Ⅰ. 공업교육 평가의 개념과 종류 .. 329
1. 공업교육 평가의 특징 ··························································330
2. 공업교육 평가의 개념 ··························································332
3. 교육평가의 종류와 갖추어야 할 조건 ································339
Ⅱ. 공업교육의 영역별 평가 .. 346
1. 평가의 절차 ···········································································346
2. 공업교육의 목표 영역별 평가 ·············································351
3. 실기수행평가(manipulative performance assessment) ·····················363
Ⅲ. 국가 기술 자격 제도 .. 370
1. 자격제도의 연혁 ····································································370
2. 자격제도의 운영 ····································································370
3. 자격제도의 현황 ····································································371

제9장 산학협동교육 / 379
Ⅰ. 산학협동교육의 개념과 의의 .. 379
1. 산학협동교육의 정의와 목적 ···············································379
2. 산학협동교육의 필요성과 의의 ···········································380
Ⅱ. 산학협동교육의 내용과 실천 .. 388
1. 산학협동교육의 내용 ····························································388
2. 공장견학과 현장실습 ····························································390

제10장 직업 및 진로지도 / 403
Ⅰ. 직업 및 진로지도의 개념과 활동 .. 403
1. 직업 및 진로지도의 개념 ·····················································403
2. 직업 및 진로지도의 목적과 활동 ·······································404
Ⅱ. 직업 및 진로지도의 필요성과 기본 전제 .. 409
1. 직업 및 진로지도의 필요성 ·················································409
2. 진로지도를 위한 기본 전제 ·················································410
Ⅲ. 직업 및 진로지도의 기원과 발전 .. 411
1. 직업지도 발달의 기초 ··························································411
2. 직업 및 진로지도의 발달 ·····················································412
Ⅳ. 진로발달 이론 .. 415
1. 직업 및 진로지도 이론 발달의 개관 ··································415
2. 진로발달이론 ··········································································417
V. 직업 및 진로지도의 원리와 방법 .. 422
1. 직업 및 진로지도의 원리 ·····················································422
2. 직업-진로교육의 실천목표 및 과제 ····································422
3. 직업 및 진로지도의 방법 ·····················································426
4. 각급 학교에서의 직업 및 진로지도 ····································428

제11장 공업교육의 행정 및 장학 / 433
Ⅰ. 공업교육의 행정 .. 433
1. 공업교육행정 기초 ································································433
2. 공업기술교육의 행정조직 ·····················································437
Ⅱ. 공업기술교육의 정책평가 .. 442
1. 직업교육 정책평가의 준거 ···················································442
Ⅲ. 공업기술교육의 장학 .. 445
1. 공업기술교육에서 장학의 개념 ···········································445
2. 공업기술교육 장학의 기능 ···················································447

제12장 공업교육의 연구와 과제 / 453
Ⅰ. 공업교육의 연구의 특성 .. 453
1. 공업교육 연구의 필요성 ·······················································453
2. 교육 연구의 과정 ··································································454
3. 교육 연구의 조직적 특성과 과학적 방법 ··························456
4. 교육 연구의 유형 ··································································459
Ⅱ. 공업교육의 연구 문제 .. 466
1. 공업교육의 연구 문제 선정 ·················································466
2. 공업교육 연구의 과정 ··························································468
Ⅲ. 공업교육 연구의 실제 .. 470
1. 공업교육 연구문제의 소재 ···················································470
2. 공업교육 연구의 방향과 과제 ·············································470
3. 공업교육 연구수행의 참고자료 ···········································475

제13장 외국의 공업교육과 직업교육 / 479
Ⅰ. 독일의 이원화 제도(Dual System)와 직업교육 .. 479
1. 독일의 직업교육제도 ····························································480
2. 기술발전에 따른 직업교육 혁신 사례 ································486
Ⅱ. 일본의 공업교육 .. 492
1. 일본의 교육 제도 ··································································492
2. 일본의 공업교육 ····································································494
Ⅲ. 미국의 직업교육 .. 499
1. 기본학제 ·················································································499
2. 중등학교의 직업교육 ····························································506
3. 전문대학의 직업교육 ····························································509
Ⅳ. 영국의 공업교육 .. 511
1. 영국의 기본 학제 ··································································511
2. 직업교육체제 ··········································································513
3. 영국 폴리테크닉 ····································································515

찾아보기 .. 520

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