MARC

 008071105s2004        ulka                    000      kor
■020    ▼a8982877770
■0801  ▼a374.4
■082    ▼a374▼b권26ㅅ▼223
■090    ▼a374▼b권26ㅅ
■1001  ▼a권두승,  조아미  지음
■24510▼a성인학습  및  상담▼d권두승,  조아미  지음
■250    ▼a개정판
■260    ▼a서울▼b교육과학사▼c2004
■300    ▼a429p.▼b삽도▼c26cm
■505    ▼a제  1  장  성인학습에  대한  이해▼c15▼a1.  성인학습의  개념적  의의▼c15▼a2.  현대사회와  성인학습의  필요성▼c20▼a3.  기존  교육체제의  한계와  성인학습▼c25▼a제  2  장  성인학습자의  이해▼c33▼a1.  성인학습자의  교육참여  특성▼c33▼a2.  성인학습자의  심리  ·  사회적  특성▼c49▼a3.  성인학습의  원리▼c53▼a제  3  장  성인의  발달특성▼c57▼a1.  신체발달▼c5700▼a2.  인지발달▼c6311▼a3.  사회성  및  성격발달▼c7422▼a제4장  전통적  주요  학습이론▼c8533▼a1.  학습이론의  의의▼c8544▼a2.  주요  학습이론▼c8655▼a3.  성인학습에의  시사점▼c9866▼a제  5  장  성인기  발달이론▼c10377▼a1.  발달단계이론▼c10388▼a2.  베일란트(Vaillant)의  성인기  적응이론▼c11599▼a3.  인생의  전환기에  대한  사회학적  접근▼c11800▼a제  6  장  앤드라고지▼c12511▼a1.  앤드라고지의  의의와  형성배경▼c12522▼a2.  앤드라고지의  기본  전제  및  과정▼c13033▼a3.  앤드라고지의  한계와  가능성▼c14644▼a제  7  장  성인학습  과정론▼c15355▼a1.  성인학습  모형론▼c15366▼a2.  자기주도적  학습론▼c16777▼a3.  전환학습론▼c17488▼a제  8  장  성인학습지도의  개념  및  원리▼c18799▼a1.  성인학습지도의  기본  의미▼c18700▼a2.  성인학습의  지도원리▼c19611▼a3.  성인학습지도와  관련된  요인▼c19922▼a제  9  장  성인학습  단계별  지도전략▼c20533▼a1.  준비단계에서의  지도전략▼c20544▼a2.  실시단계에서의  지도전략▼c22555▼a3.  정리단계에서의  지도전략▼c25966▼a제  10  장  성인학습  상담의  기초▼c27177▼a1.  성인학습  상담의  개념  및  필요성▼c27188▼a2.  성인학습  상담의  기본  원리▼c27699▼a3.  성인학습  상담이론▼c28100▼a제  11  장  성인학습  상담의  내용▼c29111▼a1.  성인학습  참여  저해요인의  극복▼c29122▼a2.  자기주도적  학습의  강화▼c29333▼a3.  효과적인  동기의  유발▼c30444▼a제  12  장  성인학습  상담의  방법▼c31355▼a1.  학습정보  제공▼c31366▼a2.  직접적  지도(Direct  Guidance)▼c32077▼a3.  성인학습  상담의  유형  및  절차▼c32688▼a제  13  장  성인학습  상담  방법으로서의  멘토링▼c33599▼a1.  멘토링의  이해▼c33500▼a2.  성인학습  상담  기법으로서의  멘토링▼c34411▼a3.  효과적인  멘토링▼c34822▼a제  14  장  유능한  성인학습  상담자▼c35933▼a1.  상담자로서의  성인교육자▼c35944▼a2.  학습상담과  커뮤니케이션  장애▼c36155▼a3.  효과적인  성인학습  상담자의  기술▼c36466▼a제  15  장  성인학습의  활성화  과제▼c37977▼a1.  평생학습권  보장과  성인학습▼c37988▼a2.  평생교육  체제의  구축▼c38399▼a3.  성인교육자의  자질개발과  기능제고▼c39200▼a4.  성인교육에  있어서학습상담의  강화▼c40211
■9500  ▼c17,000

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