명리학그램 7 또는 빌드업 스쿨: 교사학생의 효과적 의사소통 > NEW도서

명리학그램 7



도서명 : 명리학그램 7
저자/출판사 : 김현희, 이든북
쪽수 : 263쪽
출판일 : 2024-05-02
ISBN : 9791167012876
정가 : 15000

프롤로그 ·4

part 1 여자 사주론
01. 갑진 일주 ·13
02. 을사 일주 ·17
03. 병오 일주 ·21
04. 정미 일주 ·25
05. 무신 일주 ·29
06. 기유 일주 ·33
07. 경술 일주 ·37
08. 신해 일주 ·41
09. 임자 일주 ·45
10. 계축 일주 ·49
11. 갑인 일주 ·53
12. 을묘 일주 ·57
13. 병진 일주 ·61
14. 정사 일주 ·65
15. 무오 일주 ·69
16. 기미 일주 ·73
17. 경신 일주 ·77
18. 신유 일주 ·81
19. 임술 일주 ·85
20. 계해 일주 ·89
21. 갑자 일주 ·93
22. 을축 일주 ·97
23. 병인 일주 ·101
24. 정묘 일주 ·105
25. 무진 일주 ·109
26. 기사 일주 ·113
27. 경오 일주 ·117
28. 신미 일주 ·121
29. 임신 일주 ·125
30. 계유 일주 ·129

part 2 남자 사주론
31. 갑술 일주 ·135
32. 을해 일주 ·139
33. 병자 일주 ·143
34. 정축 일주 ·147
35. 무인 일주 ·151
36. 기묘 일주 ·155
37. 경진 일주 ·159
38. 신사 일주 ·163
39. 임오 일주 ·167
40. 계미 일주 ·171
41. 갑신 일주 ·175
42. 을유 일주 ·179
43. 병술 일주 ·183
44. 정해 일주 ·187
45. 무자 일주 ·191
46. 기축 일주 ·195
47. 경인 일주 ·199
48. 신묘 일주 ·203
49. 임진 일주 ·207
50. 계사 일주 ·211
51. 갑오 일주 ·215
52. 을미 일주 ·219
53. 병신 일주 ·223
54. 정유 일주 ·227
55. 무술 일주 ·231
56. 기해 일주 ·235
57. 경자 일주 ·239
58. 신축 일주 ·243
59. 임인 일주 ·247
60. 계묘 일주 ·251

부록1. 2024 갑진년과 십천간(十天干) 운세 ·255
부록2. 2024 갑진년, 모두 청룡 되기를 ·260




빌드업 스쿨: 교사학생의 효과적 의사소통



도서명 : 빌드업 스쿨: 교사학생의 효과적 의사소통
저자/출판사 : 육성필,노미애,신민영,이건희, 박영스토리
쪽수 : 128쪽
출판일 : 2023-12-29
ISBN : 9791165194628
정가 : 10000

감사의 글 ····························································································· 1
들어가며 ······························································································· 2

1강
한국의 교육 현실과 교사의 자기이해
Ⅰ. 교사의 현실 ················································································· 13
Ⅱ. 교사학생 간 상호이해와 스트레스 감소를 위한 심리학적 해법 · 16
1. 교사 역할의 특수성(특별한 어려움) 이해 ····································· 16
2. 유능한 교사의 본성에 대한 이해
(칼 로저스-충분히 기능하는 인간) ··············································· 18
3. 교사의 자기이해 ·············································································· 23
Ⅲ. 교사의 학생 이해 ········································································ 28

2강
청소년기의 이해
Ⅰ. 청소년기의 특성 ·········································································· 31
1. 청소년기의 정의와 개괄적 특성 ···················································· 31
2. 청소년기의 신체발달 ······································································· 33
3. 청소년기의 심리 사회 발달 ···························································· 42
4. 청소년기의 인지발달 ······································································· 50
5. 청소년기의 심리 부적응 ····························································· 52
Ⅱ. 청소년 이해를 위한 교사의 자세 ··············································· 56
1. 청소년기의 방황의 의미 ································································· 56
2. 칼 로저스(Carl Rogers)의 인간중심 상담자의 자세 ················· 57

3강
의사소통의 실제 Ⅰ - 너의 마음 듣기
Ⅰ. 의사소통의 전제조건 ··································································· 61
1. 마음이 통하는(소통하는) 대화란? ················································· 61
Ⅱ. 듣기(적극적 경청)의 기술 ·························································· 65
1. 감정 반영하기(Reflecting) ··························································· 65
2. 거울처럼 반영하기(Mirroring) ·················································· 67
3. 재진술하기(Paraphrasing) ························································ 68
4. 명료화(Clarification) ································································· 69
5. 요약하기(Summarizing) ······························································ 69
6. 타당화, 인정하기(Validation) ····················································· 70
7. 공감(Empathy) ············································································· 71
Ⅲ. 적극적 듣기의 실제 ···································································· 72
1. 불통(소통되지 않는) 대화를 소통 대화로 재구성해 보기 ··········· 72
2. 적극적 듣기를 활용해 심정대화로 의사소통한 예 ···················· 74
Ⅳ. 비언어적 메시지 듣기 ································································· 77
Ⅴ. 심정대화 중 듣기를 할 때, 주의할 점 ······································ 79

4강
의사소통의 실제 Ⅱ - 나의 마음 말하기
Ⅰ. 의사소통을 위한 ‘말하기’ 기술 ·················································· 83
1. 심정대화의 ‘말하기’와 사리대화의 ‘말하기’의 차이점 ·················· 83
Ⅱ. 심정대화의 ‘말하기’ 기술 ··························································· 84
1. 상대방이 들을 준비시키기 ······························································ 84
2. 감정 말하기 ····················································································· 84
3. 분노(화) 표현하기 ·········································································· 86
4. 감정 말하고 기다리기 ····································································· 88
5. 심정대화의 ‘말하기’의 전제 조건 ··················································· 89
Ⅲ. 교사의 ‘말하기’ 기술
(교수-학습과 생활지도를 위한 말하기 기술) ····························· 92
1. 지시어는 간결하고, 명확하게 말한다. ········································· 92
2. 거절의 언어(No)보다는 수용의 언어(Yes)를 사용한다. ············· 93
3. 생활지도 시에는 미리 한계를 설정하고, 자율성을
존중하는 방식으로 말한다. ····························································· 95
4. 사소한 건 모른 척한다. ································································· 96
Ⅳ. 피해야 할 말 ··············································································· 97
Ⅴ. 소통하는 대화의 실례(실습용 사례) ········································ 100
Ⅵ. 에필로그: 소통과 관계 맺기 ···················································· 103

참고 문헌 ··························································································· 104
부록 ···································································································· 119