BU 케어 보험 또는 확장학습 연구 > NEW도서

BU 케어 보험



도서명 : BU 케어 보험
저자/출판사 : 이희영,저자,글,, 자이언트북스
쪽수 : 288쪽
출판일 : 2023-11-29
ISBN : 9791191824322
정가 : 15800

1. 가입 제안서 7쪽
2. 보장성 보험의 특징 36쪽
3. 보험 계약 정보 44쪽
4. 특별 약관 100쪽
5. 계약 이력 170쪽
6. 담보별 보장 내용 198쪽
7. 계약 상세 조회 265쪽
작가의 말 286쪽




확장학습 연구



도서명 : 확장학습 연구
저자/출판사 : 엥게스트롬,저자,글,한숭희,최근정,김다슬,번역, 교육과학사
쪽수 : 368쪽
출판일 : 2024-01-15
ISBN : 9788925418490
정가 : 20000

역자서문 ·················································································3
서문 ·····················································································9

제1부 단계 설정

1 들어가며: 확장의 문턱에서의 학습과학 ·············································19
학습과학에 대한 역사적 관점 ··························································19
모순의 지평 ············································································24
확장의 차원들 ··········································································27
근접발달영역의 윤곽 ···································································28
이 책의 구성 ···········································································29

2 학습의 프로세스 이론에 무슨 일이 일어났는가? ···································33
세 가지 탈행동주의 학습의 프로세스 이론 ············································38
학습에 대한 활동이론적 접근: 프로세스 이론의 재활성화 ····························49
사건 또는 행동의 순서 ································································51
시퀀스에 관한 이론적 설명 ····························································53
전환 메커니즘 ··········································································54
학습의 보편성 대 다원성 ······························································56
학습과 교수의 관계 ····································································59
결론: 학습의 프로세스 이론이 가지는 활용성 및 한계 ································63

3 확장학습에 관한 연구들: 연구의 토대, 발견점 그리고 향후 과제 ················65
다음의 두 가지 복잡한 학습 문제들을 검토하라 ······································65
새로운 종류의 학습에 대한 사회적, 역사적 요구 ·····································69
확장학습 개념의 이론적 뿌리 ··························································72
확장학습 이론의 중심 원리 ····························································78
객체 변형으로서의 확장학습 ···························································84
근접발달영역에서의 움직이는 확장학습 ················································89
학습행동 사이클로서의 확장학습 ······················································92
경계 교차 및 네트워크 구축으로서의 확장학습 ·······································96
분산적이고 불연속적인 움직임으로서의 확장학습 ····································102
형성적 개입 ···········································································103
확장학습에 대한 비판 ·································································108
미래의 도전과제 ······································································118

제2부 정교화 및 응용

4 확장학습이론의 풍부화: 협력적 구성을 향한 여정에서 얻은 교훈들 ············127
사례 1: 은행 ··········································································129
사례 2: 의료센터 ·····································································133
사례 3: 하이테크 회사 ·······························································140
작업가설의 풍부화: 학습과 일의 도구들 ··············································143
작업가설 수정: 브리지로서의 경험 ···················································148
결론 ···················································································151

5 학습환경 및 실행으로부터 활동체계와 확장학습으로 ·····························153
희망에 찬 이상적 추상성으로서의 학습환경 ··········································154
고정적이고 계층적인 추상으로서의 학습환경 ·········································155
실제성의 딜레마 ······································································157
학습환경 연구의 순환 설계 ···························································160
대안으로서의 활동체계 ································································161
실행에서 확장학습까지 ································································164
컴퓨터 도입하기: 야코매키 중학교에서의 확장학습 ··································167
결론 ···················································································173

6 프로세스 효율성 개선 vs 커뮤니티 구축: 확장학습으로 이분법 넘어서기 ·····175
프로세스 효율성, 커뮤니티 구축 그리고 대립의 지점 ································177
자원으로서의 활동이론 ································································181
사례 연구: 맥락과 데이터 ····························································183
프로세스 효율성 개입 ·································································185
커뮤니티 구축을 위한 개입 ···························································189
새로운 모델의 장기적인 결과 ·························································196
프로세스 효율성-커뮤니티 구축 접근법의 이분법 넘어서기 ··························197

7 도서관에서의 확장학습: 행동, 사이클 및 개입적 의도로부터의 이탈 ···········201
연구과제로서의 확장학습 ·····························································205
환경설정과 개입 ······································································211
데이터와 방법 ·········································································215
확장학습 행동들 ······································································217
학습 프로세스의 주기성 ······························································221
개입적 의도로부터의 이탈 ····························································228
결론 ···················································································235

8 불연속성을 넘어: 기억된 확장적 조직학습 ········································239
연속성과 불연속성 ····································································240
조직변화와 확장학습 ··································································243
현장연구와 데이터 ····································································246
분석단계 ··············································································248
중요한 발견점 ·········································································250
사례 1 ················································································250
사례 2 ················································································253
두 사례에서의 조직학습 프로세스 ····················································255
결론 ···················································································260

제3부 미래 전망

9 들불 활동: 이동성과 학습의 새로운 패턴 ·········································265
이동성의 재개념화 ····································································266
들불 활동의 의미와 중요성 ···························································270
균근 같은 공생의 커뮤니티 ···························································272
인지적 자취와 조우 ···································································277
학습의 새로운 가능성 ·································································284

10 설계실험부터 형성적 개입까지 ·····················································287
설계실험 - 설계연구 ·································································290
사회학적 개입연구의 교훈 ····························································295
비고츠키의 이중자극 방법 ····························································297
논쟁적 문법을 향하여 ·································································303
변화실험실 ············································································312
병원 수술팀에서 목표 재포착하기 ····················································313
형성적 개입의 계층화된 특성 ·························································328
문법으로 돌아가기 ····································································330

부록 제7장 변화실험실 세션에서의 확장학습 행동들 ································335
참고문헌 ··············································································339
찾아보기 ··············································································364