타자와 동아시아 인식 또는 학교폭력예방 및 학생이해 > NEW도서

타자와 동아시아 인식



도서명 : 타자와 동아시아 인식
저자/출판사 : 이해영 , 류사오리 , 이복실 엮음, 소명출판
쪽수 : 424쪽
출판일 : 2024-03-30
ISBN : 9791159058745
정가 : 33000

제1부
만주국시기 조선인문학과 타자 인식
안수길의 ‘만주’ 시기 작품에 나타난 민족 관계 인식
안수길 단편소설 「부억녀」 번역 연구
만주국 시절의 염상섭과 외지 의식
‘만주’, 내적 망명 또는 환대의 장
유치진의 〈흑룡강〉

제2부
만주국시기 중국인문학과 타자 인식
위만주국, 동아시아 연대의 테제와 안티테제
복수의 ‘타자’－동아시아 식민지에서 ‘보는 것’과 ‘보이는 것’에 관한 변증 : 메이냥 작품 속 ‘타자’ 서사에 대한 고찰
만주 서사 내부의 분열과 만주인의 암묵적 담론 저항
산딩 소설 속 ‘타자’ 형상
구딩 : 주체성을 쟁취한 피식민자
줴칭의 「하얼빈」 속 퇴폐적인 서양의 타자

제3부
만주국시기 일본인문학과 타자 인식
기타무라 겐지로의 소설 속 러시아인 형상의 선택과 필연
창간 초기 『만주영화』 이미지 서사 속의 ‘자아’와 ‘타자’
위만주국 일계 작가의 문학장 연구
식민주의를 다시 쓰다－만주국 문인 후지야마 가즈오를 고찰 대상으로
우시지마 하루코의 식민 의식과 전후 반성


필자소개




학교폭력예방 및 학생이해



도서명 : 학교폭력예방 및 학생이해
저자/출판사 : 임상훈 , 김성미 , 박선희 , 김현진 , 이슬아, 교육과학사
쪽수 : 318쪽
출판일 : 2024-03-02
ISBN : 9788925417707
정가 : 18000

머리말 / 3

제1부 학교폭력의 개관

제1장 학교폭력의 개념 및 관련 이론 ······················································15
1. 학교폭력의 개념과 유형 ····························································16
2. 학교폭력 관련 이론 ·································································25

제2장 학교폭력의 실태 ······································································41
1. 학교폭력의 일반적 현황 ····························································42
2. 사이버폭력의 현황 ··································································49
3. 해외 학교폭력 현황 ·································································56
4. 국내외 학교폭력 현황 요약 ·························································60

제3장 학교폭력 예방 대책 ··································································65
1. 국내 학교폭력 예방 대책 ···························································66
2. 국외 학교폭력 예방 대책 ···························································85

제2부 학생의 이해 및 상담

제4장 청소년의 심리사회적 발달과 학교폭력 ·············································99
1. 청소년기의 일반적 발달 특성 ·····················································101
2. 청소년기의 발달에 따른 문제행동 ················································105
3. 청소년의 심리사회적 발달과 학교폭력 ············································106
4. 청소년기의 자아정체감과 자아존중감 ·············································110
5. 청소년의 심리사회적 발달과 학교폭력 간 관계 ··································118
6. 청소년의 심리사회적 발달을 돕기 위한 방안 ····································120

제5장 학교폭력의 상담적 개입 ····························································129
1. 학교폭력 피해 학생의 이해 ·······················································130
2. 학교폭력 피해 학생을 위한 개입 ·················································136
3. 학교폭력 가해 학생의 이해 ·······················································139
4. 학교폭력 가해 학생을 위한 개입 ·················································147
5. 학교폭력과 부모상담 ······························································150

제6장 학생 정서ㆍ행동특성검사의 이해와 상담적 개입 ································159
1. 학생 정서ㆍ행동특성검사에 대한 이해 ············································160
2. 학생 정서ㆍ행동특성검사 결과 주요 정신건강 문제에 대한 이해와 개입 ················168

제3부 학교폭력 예방교육 프로그램

제7장 국내 학교폭력 예방교육 프로그램 ·················································181
1. 어울림 학교폭력 예방교육 프로그램 ·············································182
2. 통합예술교육을 통한 학교별 맞춤형 학교폭력 예방교육 프로그램 ··············187
3. 학급 단위 멈춰 프로그램 ··························································188
4. 교육연극 기반 학교폭력 예방교육 프로그램 ······································189
5. 주변인 대상 학교폭력 예방교육 프로그램 ········································190
6. 공감기반 학교폭력 예방교육 프로그램 ············································192
7. 고등학교 사이버 어울림 학교폭력 예방교육 프로그램 ···························193
8. 학교 폭력 예방을 위한 음악과 인성교육 프로그램 ······························194

제8장 국외 학교폭력 예방교육 프로그램 ·················································197
1. 미국과 호주 학교폭력 예방교육 프로그램 ········································198
2. 덴마크의 학교폭력 예방교육 프로그램 ············································201
3. 노르웨이의 ABC(Anti-Bullying Information Campaign) 프로그램 ··········202
4. 핀란드 키바 코울루(Kiva Koulu) 프로그램 ······································205
5. 영국 학교폭력 예방교육 프로그램 ················································207
6. 독일 학교폭력 예방교육 프로그램 ················································209
7. 캐나다 학교폭력 예방교육 프로그램 ··············································211

제9장 영화, 드라마, 애니메이션을 활용한 학교폭력 예방교육 프로그램 ·············217
1. 주토피아 ···········································································218
2. 빌리 엘리어트 ·····································································219
3. 인사이드 아웃 ·····································································222
4. 걷기 왕 ············································································224
5. 위험한 아이들 ·····································································225
6. 우아한 거짓말 ·····································································226
7. 더 글로리 ··········································································228

제4부 학교폭력 법률과 인성교육

제10장 학교폭력 관련 법률의 이해 ························································235
1. 학교폭력예방법의 의의 ····························································236
2. 학교폭력예방법의 이해 ····························································237
3. 학교폭력 예방 및 대처의 정책적 이해 ···········································250

제11장 학교폭력 조치 결정 및 이행 ·······················································257
1. 학교폭력 사안처리의 개요 ·························································258
2. 학교폭력 사안처리의 절차 ·························································261
3. 학교폭력 대응 및 사안조사 ·······················································263
4. 학교장 자체해결제 및 관계회복 ···················································273
5. 조치결정 및 이행 ··································································278

제12장 학교폭력 예방과 인성교육 ··························································289
1. 학교폭력 예방을 위한 인성교육 ···················································290
2. 인성교육의 개념 및 요소 ··························································293
3. 인성교육의 유형과 원리 ···························································300
4. 학교폭력 예방을 위한 인성교육의 사례 ··········································305