중국어 '적'와 ‘적’자 구조 연구 또는 중등 사회과 교재연구 및 교수법 > NEW도서

중국어 '적'와 ‘적’자 구조 연구



도서명 : 중국어 '적'와 ‘적’자 구조 연구
저자/출판사 : 완취안이선희,번역, 역락
쪽수 : 264쪽
출판일 : 2023-06-22
ISBN : 9791167425911
정가 : 24000

총서 머리말|선쟈쉬안沈家煊
한국어판 머리말
역자 머리말

제1장 서론

제2장 분리와 통합
제1절 초기 상황
제2절 「‘的’에 대하여」
제3절 대논쟁
제4절 공통점의 발견
제5절 화용에 대한 탐색
제6절 인지적 해석
제7절 맞춤법에 대한 토론

제3장 출현과 생략
제1절 단항 관형어
제2절 다항 관형어
제3절 운율적 요인
제4절 복합어 문제
제5절 생성문법론적 연구
제6절 ‘的’자 구조의 출현과 생략 유형
제7절 “地”의 출현과 생략

제4장 위치
제1절 위치와 출현·생략
제2절 위치에 따른 의미 차이
제3절 빈도
제4절 식별도 선도 원리
제5절 관계절
제6절 텍스트과 인지

제5장 동작의 결과성
제1절 ‘구별’론
제2절 ‘묘사’론 지양
제3절 구별성과 묘사성
제4절 제한성과 비제한성, 내포성과 외연성
제5절 서술성
제6절 ‘묘사성’의 재정의
제7절 ‘的’의 인지적 고정화 기능

제6장 명사화
제1절 주더시의 명사화론
제2절 위안위린의 진일보한 논의
제3절 궈루이의 반대 의견
제4절 기타 질의
제5절 또 하나의 생각

제7장 자기지시와 전환지시
제1절 주더시의 ‘자기지시와 전환지시’ 이론
제2절 자기지시에 관한 진일보한 연구
제3절 전환지시에 관한 진일보한 연구
제4절 직면한 의문
제5절 전환지시와 환유
제6절 전환지시는 자기지시의 특수한 사례

제8장 참조체-목표 구조식
제1절 일상 인지 속의 참조체-목표 구조식
제2절 언어 인지 속의 참조체-목표 구조식
제3절 참조체의 정보성과 접근성, 그리고 현저성

제9장 ‘N的V’의 형성
제1절 내부 구조
제2절 외부 환경
제3절 주술문의 ‘的’ 삽입론
제4절 명사화 이론과 비한정동사 이론
제5절 ‘N的V’는 ‘N的N’

제10장 내심구조의 난제
제1절 문제의 제기
제2절 기준의 수정
제3절 이론적 반성
제4절 중심의 확정
제5절 난제의 해결

제11장 생성문법의 탐색
제1절 DP중심어론
제2절 CP론
제3절 부가어론
제4절 접속사론
제5절 분류사론
제6절 전통적인 DP분석론
제7절 DeP론
제8절 전치사론
제9절 라슨의 ‘대명사(大名词)’론

제12장 사태문
제1절 ‘的’자 판단문
제2절 ‘시태조사’론
제3절 증거성 표지론
제4절 대용론
제5절 동작구분론
제6절 명사화 표지론
제7절 사태문의 기본 특성
제8절 혼합유추론
제9절 구조의 평행성

제13장 ‘他的老师当得好’에 대해
제1절 문제의 발견
제2절 변형생성문법의 재분석론
제3절 행위자 관형어론
제4절 위치이동 파생론
제5절 혼합유추론
제6절 피행위자 주어론

제14장 피행위자 소유격
제1절 대표적인 연구
제2절 어휘 결항론
제3절 통사적 결위론
제4절 의미 불명확론
제5절 비교 분석
제6절 연속포함론
제7절 연속포함 관계를 만드는 혼합유추

제15장 결론

참고문헌




중등 사회과 교재연구 및 교수법



도서명 : 중등 사회과 교재연구 및 교수법
저자/출판사 : 박상준, 교육과학사
쪽수 : 340쪽
출판일 : 2023-07-30
ISBN : 9788925418087
정가 : 19000

머리말 / 3

제1부 사회과의 수업 설계와 교재 연구

제1장 미래 교육과 사회과 패러다임의 전환 / 11
1. 미래 사회와 미래 교육 ······································································11
2. 미래 교육과 미래 시민 역량 ·····························································14
3. 시민 역량 교육과 사회과 패러다임의 전환 ······································20

제2장 사회과의 좋은 수업과 수업 설계 / 26
1. 사회과에서 좋은 수업의 의미 ····························································27
2. 사회과에서 좋은 수업의 기준과 요소 ···············································29
3. 좋은 수업을 위한 수업 설계의 방법 ·················································33

제3장 사회과의 수업 설계와 교재 연구 / 39
1. 사회과 교육과정의 이해 ·····································································40
2. 사회과의 수업 설계 모형 ···································································50
3. 사회과의 교재 연구 모형 ···································································56

제2부 사회과의 교수ㆍ학습 방법

제4장 블렌디드 러닝 / 71
1. 블렌디드 러닝의 의미, 구조, 장점 ····················································71
2. 블렌디드 러닝의 유형 ········································································75
3. 스테이션 순환 학습의 방법 ·······························································77
4. 거꾸로 교실의 방법 ············································································82
5. 블렌디드 러닝의 효과 ········································································88

제5장 강의식 수업 / 91
1. 강의식 수업의 의미와 목표 ·······························································92
2. 강의식 수업의 특징 ············································································93
3. 강의식 수업의 유형과 방법 ·······························································94
4. 강의식 수업의 장점과 단점 ·······························································97

제6장 개념 학습과 일반화 학습 / 99
1. 개념 학습의 의미와 목표 ································································100
2. 속성 모형 ·························································································108
3. 원형 모형 ·························································································112
4. 상황 모형 ·························································································116
5. 개념 학습의 효과와 전략 ································································119
6. 일반화 학습 ······················································································121

제7장 문답식 수업과 질문법 / 125
1. 문답식 수업의 의미와 목표 ·····························································126
2. 문답식 수업의 장점과 단점 ·····························································128
3. 질문의 유형과 질문법 ······································································131
4. 문답식 수업의 방법 ·········································································140
5. 문답식 수업의 적용 ·········································································145
6. 문답식 수업의 한계 ·········································································147

제8장 탐구 학습 / 148
1. 탐구 학습의 의미와 목표 ································································148
2. 탐구 학습의 방법 ·············································································150
3. 탐구 학습의 적용 ·············································································151
4. 탐구 학습의 전략 ·············································································159

제9장 문제 해결 학습 / 161
1. ‘문제’의 성격과 종류 ·······································································162
2. 문제 해결 학습의 의미와 목표 ·······················································164
3. 문제 해결 학습의 방법 ····································································166
4. 문제 해결 학습의 적용 ··································································170

제10장 의사 결정 학습 / 172
1. 의사 결정 학습의 의미와 목표 ·······················································173
2. 개인적 의사 결정 학습의 방법 ·······················································178
3. 집단적 의사 결정 학습의 방법 ·······················································183
4. 의사 결정 학습의 한계 ····································································186

제11장 논쟁 문제 학습 / 188
1. 논쟁 문제 학습의 의미와 목표 ·······················································188
2. 논쟁 문제 학습의 방법 ····································································191
3. 논쟁 문제 학습의 적용 ····································································194
4. 논쟁 문제 학습에서 교사의 역할 ····················································201
5. 논쟁 문제 학습의 한계 ····································································205
6. 문제 해결 학습, 의사 결정 학습, 논쟁 문제 학습의 비교 ············206

제12장 토론 학습 / 209
1. 토의와 토론의 의미 ·········································································210
2. 토론 학습의 목표와 효과 ································································212
3. 토론 학습의 유형 ·············································································215
4. 토론 학습의 방법 ···········································································216
5. 토론 학습의 규칙과 교사의 역할 ····················································223
6. 토론 학습과 논쟁 문제 학습의 비교 ··············································225

제13장 협동 학습 / 227
1. 협동 학습의 등장 배경 ····································································227
2. 협동 학습의 목표와 필요조건 ·························································229
3. 과제 분담 학습 모형(Jigsaw) ························································235
4. 집단 성취 분담 모형(STAD) ···························································242
5. 집단 탐구 모형(Group Investigation) ··········································245
6. 찬반 논쟁 협동 학습 모형(PCCL) ··················································248

제14장 가치 수업 / 253
1. 가치 수업의 의미와 목표 ································································254
2. 가치 주입의 방법과 적용 ································································256
3. 가치 명료화의 방법과 적용 ···························································260
4. 가치 분석의 방법과 적용 ································································264
5. 가치 탐구의 방법과 적용 ································································270
6. 도덕적 추론의 방법과 적용 ·····························································276

제15장 프로젝트 학습 / 281
1. 프로젝트 학습의 의미와 목표 ·························································281
2. 프로젝트 학습의 방법 ······································································284
3. 프로젝트 학습의 적용 ······································································286

제16장 현장 학습과 체험 학습 / 294
1. 현장 학습의 의미와 목표 ································································295
2. 현장 학습의 유형과 방법 ································································297
3. 체험 학습의 의미와 목표 ································································299
4. 체험 학습의 유형과 방법 ································································303
5. 체험 학습의 모형 ·············································································305
6. 체험 학습 프로그램의 적용 ·····························································312

참고문헌 / 317
부록
1. 사회과 수업 분석표 ·········································································327
2. 중등 임용시험 문제 분석 및 해설 ··················································328