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[Áß] °í¼¼ÈÆ ±³À°Çгí¼ú 300Á¦ (2016)
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- ÃâÆÇ¿¬µµ
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- ÃâÆÇ»ç
- À§µåºÏ
- ISBN
- 9791186210468
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- ÀúÀÚ
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- µµ¼Á¤º¸
- 432 , 128x188(»ç·ú) , 2016.03.14
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Chapter 01 ±³À°ÀÇ °³³äÀû ±âÃÊ 001. Çü½ÄÀû ±³À°°ú ºñÇü½ÄÀû ±³À° 002. ±³À°ÀÇ ³»¡¤¿ÜÀû ¸ñÀû 003. ±³À°ÀÇ °³³äÀû ÁØ°Å (1) : Á¶ÀÛÀû Á¤ÀÇ 004. ±³À°ÀÇ °³³äÀû ÁØ°Å (2) : ±Ô¹üÀû Á¤ÀÇ 005. Æä´Ù°íÁö(Pedagogy)¡¤¿¡µàÄÉÀ̼Ç(Education) 006. ±³À°(ÎçëÀ) 007. °íÀüÁÖÀÇ ±³À°°ü 008. ³¶¸¸ÁÖÀÇ ±³À°°ü
Chapter 02 ±³À°ÀÇ »ç»ó»çÀû ±âÃÊ : µ¿¾ç 009. ¿øÈ¿ÀÇ ±³À°»ç»ó 010. Áö´ÀÇ ±³À°»ç»ó 011. À§±âÁöÇÐ(êÓÐùñýùÊ)¡¤À§ÀÎÁöÇÐ(êÓìÑñýùÊ) 012. ÀÌÇбâ¹ÝÀÇ ±³À° (1) - ÀÌȲ(ì°üÑ) 013. ÀÌÇбâ¹ÝÀÇ ±³À° (2) - ÀÌÀÌ(ì°ì´) 014. ½ÇÇÐÁÖÀÇ ±³À° 015. ±Ù´ë ±³À°ÀÇ ÁØ°Å 016. ÀÏÁ¦ °Á¡±â ±³À°ÀÇ Æ¯Â¡
Chapter 03 ±³À°ÀÇ »ç»ó»çÀû ±âÃÊ:¼¾ç 017. ÆÄÀ̵¥À̾Æ(phaideia) 018. »êÆļú¡¤¹®´ä¹ý 019. ȸ»ó¼³(»ó±â¼³) 020. ¼ö»çÇÐÀû µµ¾ß 021. µ¿±¼ÀÇ ºñÀ¯ 022. ÀÚÀ¯±³À° : 7ÀÚÀ¯±³°ú 023. ´ö¼º±³À°(ÀÚÀ¯±³À°) 024. Àι®/Àκ»ÁÖÀÇ(Humanism) ±³À° 025. ½ÇÇÐÁÖÀÇ(Realism) ±³À° 026. °è¸ùÁÖÀÇ(enlightenment) ±³À° 027. ÀÚ¿¬ÁÖÀÇ(naturalism) ±³À° 028. ÇÕ¸®ÁÖÀÇ ±³À° 029. ½ÅÀι®ÁÖÀÇ(Neo-humanism) ±³À° 030. °è¹ßÁÖÀÇ(developmentalism) ±³À° 031. ±³À°Àû ±³¼ö/¼ö¾÷(erziehender Unterricht) 032. ±¹°¡ÁÖÀÇ(Nationalism) ±³À°
Chapter 04 ±³À°ÀÇ Ã¶ÇÐÀû ±âÃÊ 033. ÀÌ»óÁÖÀÇ(Idealism) ±³À° 034. ½ÇÀçÁÖÀÇ(Realism) ±³À° 035. ½Ç¿ëÁÖÀÇ ±³À°(Pragmatism) 036. Áøº¸ÁÖÀÇ(Progressivism) 037. º»ÁúÁÖÀÇ(Essentialism) ±³À° 038. Ç×Á¸ÁÖÀÇ(Perennialism) ±³À° 039. Àç°ÇÁÖÀÇ(Reconstructionism) ±³À° 040. ºÐ¼®Ã¶ÇÐÀû ±³À°(Analytics and education) 041. Áö½ÄÀÇ Çü½Ä 042. »çȸÀû ½ÇÁ¦ ÀÔ¹®À¸·Î¼ÀÇ ±³À°(education as initiation into social practices) 043. ÀÚÀ¯±³À°(liberal education) 044. ½ÇÁ¸ÁÖÀÇ(Existentialism)±³À° 045. ¸¸³²ÀÇ ±³À°ÇÐ 046. ºñÆÇÀû ±³À°Ã¶ÇÐ (Critical theory) 047. Æ÷½ºÆ®¸ð´õ´ÏÁò°ú ±³À° (Post-Modernism) 048. Ȧ¸®½ºÆ½ ±³À°(Holistic Education)
Chapter 05 ±³À°°úÁ¤ 049. ±³À°°úÁ¤ÀÇ °³³äÀû ºÐ·ù 050. ±³°úÁ᫐ ±³À°°úÁ¤ 051. °æÇèÁ᫐ ±³À°°úÁ¤ 052. ÁßÇÙ ±³À°°úÁ¤(core curriculum) 053. Çй®Á᫐ ±³À°°úÁ¤ 054. Àΰ£Á᫐ ±³À°°úÁ¤ 055. ¿µ(Null)±³À°°úÁ¤ 056. ÀáÀçÀû ±³À°°úÁ¤(latent/hidden curriculum) 057. ÅëÇÕ ±³À°°úÁ¤ 058. ±³À°°úÁ¤ÀÇ ÀÌ·Ð : ÀüÅëÁÖÀÇ 059. ±³À°°úÁ¤ÀÇ ÀÌ·Ð : °³³ä-°æÇèÁÖÀÇ 060. ±³À°°úÁ¤ÀÇ ÀÌ·Ð : Àç°³³äÁÖÀÇ 061. Äí·¹·¹(currere) 062. ±³À°°úÁ¤ »çȸÇÐ 063. ±³»ç ¹èÁ¦Çü ±³À°°úÁ¤ 064. ±³À°°úÁ¤ÀÇ ºÐ±ÇÈ(ÀÚÀ²È) 065. ¸ñÇ¥ ¸ðÇü 066. ±Í³³Àû °³¹ß¸ðÇü(´Ü¿ø°³¹ß ¸ðÇü) 067. ¿ªÇ༳°è(backward) ¸ðÇü 068. ¼øȯÀû ¸ðÇü 069. ÀÚ¿¬ÁÖÀÇÀû ¸ðÇü 070. Çб³±³À°°úÁ¤ °³¹ß¸ðÇü(¿ªµ¿Àû »óÈ£ÀÛ¿ë ¸ðÇü) 071. ¿¹¼úÀû ±³À°°úÁ¤ °³¹ß¸ðÇü 072. ÁúÀûŽ±¸ ¹æ¹ý(¿¹¼úÀû Æò°¡ ¹æ¹ý) 073. ¸í¼¼Àû ¼ö¾÷¸ñÇ¥ 074. ±³À°°úÁ¤ Á¶Á÷ÀÇ ¿ø¸®(1) : ¼öÁ÷Àû Á¶Á÷ 075. ±³À°°úÁ¤ Á¶Á÷ÀÇ ¿ø¸®(2) : ¼öÆòÀû Á¶Á÷ 076. ¼öÁغ° ±³À°°úÁ¤(¼ö¾÷) 077. ±³À°°úÁ¤ÀÇ Â÷º°È 078. ±³À°°úÁ¤ÀÇ ¾ÐÃà 079. ÀÚÀ¯ÇбâÁ¦ 080. ±³°ú±³½ÇÁ¦ 081. ºí·ÏŸÀÓÁ¦(bloc time) 082. ÁýÁßÀ̼öÁ¦
Chapter 06 ±³À°Æò°¡ 083. ¼±¹ßÀû¡¤¹ß´ÞÀû¡¤Àκ»ÁÖÀÇÀû ±³À°°ü 084. ¸ñÇ¥Á᫐ ¸ðÇü(objective-oriented model) 085. ÆÇ´ÜÁ᫐ ¸ðÇü(judgement-oriented model) 086. ÀÇ»ç°áÁ¤ ¸ðÇü(decision facilitation model) 087. Áø´ÜÆò°¡(diagnostic evaluation) 088. Çü¼ºÆò°¡(formative evaluation) 089. ÃÑÇÕÆò°¡(summative evaluation) 090. ±ÔÁØÁöÇâÆò°¡(norm-referenced evaluation) 091. ÁØ°ÅÁöÇâÆò°¡(criterion-referenced evaluation) 092. ´É·ÂÂüÁ¶Æò°¡(ability-referenced evaluation) 093. ¼ºÀåÂüÁ¶Æò°¡(growth-referenced evaluation) 094. ¾çÀûÆò°¡(quantitative evaluation) 095. ÁúÀûÆò°¡(qualitative evaluation) 096. ¼öÇàÆò°¡(performance assessment) 097. Æ÷Æ®Æú¸®¿À(portfolio) 098. Ÿ´çµµ(validity) 099. ³»¿ëŸ´çµµ(content validity) 100. °á°úŸ´çµµ(consequential validity) 101. ½Å·Úµµ(reliability)¡¤°´°üµµ(objectivity) 102. ¹®Ç׳À̵µ 103. ¹®Ç׺¯º°µµ 104. ¼ºÃëÆò°¡Á¦ 105. Ç¥ÁØÈ °Ë»ç
Chapter 07 ±³À°½É¸®ÇÐ 106. °áÁ¤Àû ½Ã±â(critical period) 107. ÀÎÁö¹ß´ÞÀÌ·Ð 108. Çü½ÄÀû Á¶ÀÛ±â 109. »ó»óÀû ûÁß¡¤°³ÀÎÀû ¿ìÈ 110. ±ÙÁ¢¹ß´Þ¿µ¿ª(Zone of Proximal Development : ZPD) 111. ºñ°è¼³Á¤(scaffolding) 112. ½É¸®Àû À¯¿¹±â(psychological moratorium) 113. Á¤Ã¼¼º ÁöÀ§(identity status) 114. »ýÅÂÇÐÀû ü°èÀÌ·Ð(ecological systems theory) 115. »çȸÀû Á¶¸Á¼ö¿ëÀÌ·Ð(social perspective taking theory) 116. ½É¸®ÃøÁ¤·ÐÀû Áö´ÉÀÌ·Ð(psychometric approach) 117. Áö´ÉÀÇ À§°è¸ðÇü : °áÁ¤Àû Áö´É(fluid intelligence)¡¤À¯µ¿Àû Áö´É(crystallized intelligence) 118. ´ÙÁßÁö´ÉÀÌ·Ð(theory of multiple intelligence) 119. ¼º°øÁö´ÉÀÌ·Ð-»ï¿øÁö´ÉÀÌ·Ð 120. ÀÎÁö(ÇнÀ)¾ç½Ä : À嵶¸³Çü vs ÀåÀÇÁ¸Çü(field independence, field dependence) 121. ÀÎÁö(ÇнÀ)¾ç½Ä : Ã浿Çü¡¤¹Ý¼ºÇü 122. ÀÎÁöÀû Çൿ¼öÁ¤(cognitive behavior modification) : Àڱⱳ¼ö¹ý(self-instruction) 123. ´Ù¹®È ±³À°(multicultural education) 124. ¹®È°¨ÀÀ±³¼ö¹ý 125. ÇൿÁÖÀÇ ÇнÀ(Behaviorist views of learning) 126. °íÀüÀû Á¶°ÇÈ(Classical conditioning) 127. Á¶ÀÛÀû Á¶°ÇÈ(Operational conditioning) 128. ½ÃÇàÂø¿À¼³(trial-error theory) 129. Á¤Àû °È(positive reinforcement) 130. ºÎÀû °È(negative reinforcement) 131. ¹ú(punishment) 132. ÇൿÁ¶¼º(shaping) ȤÀº Á¶Çü 133. °È Áß´Ü 134. ÀÚ±â°È(self-reinforcement) 135. ÀÎÁöÁÖÀÇ ÇнÀ(cognitive learning theory) 136. ÅëÂûÇнÀ(insight learning) 137. Á¤º¸Ã³¸®ÀÌ·Ð(information processing theory) 138. Á¤º¸Ã³¸®´Ü°è(±â¾ï´Ü°è) 139. ÀÎÁö°úÁ¤(ÀÎÁöÀü·«) 140. ÁÖÀÇ(attention) 141. ½Ã¿¬(rehearsal) 142. ºÎÈ£È(encoding) 143. ÀÎÃâ 144. ¸Á°¢(forgetting) 145. ¸Á°¢°î¼±(forgetting curve) 146. »óÀ§ÀÎÁö¡¤ÃÊÀÎÁö(meta-cognition) 147. ÀüÀÌÀÌ·Ð(1) 148. ÀüÀÌÀÌ·Ð(2) 149. ÀüÀÌÀÇ À¯Çü 150. ÀüÀÌ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀÎ 151. ½ÃÇèºÒ¾È(test anxiety) 152. Æ÷ºÎ¼öÁØ(level of aspiration) 153. ¿å±¸À§°èÀÌ·Ð 154. ÀÎÁöºÎÁ¶È ÀÌ·Ð(cognitive dissonance) 155. ±ÍÀÎÀÌ·Ð(attribution theory) 156. ÇнÀµÈ ¹«·Â°¨(learned helplessness) 157. ÀÚ±âÈ¿´É°¨(self-efficacy) 158. ÀÚ±â°áÁ¤¼ºÀÌ·Ð 159. ÀڱⰡġÀÌ·Ð(self-worth theory) 160. ¸ñÇ¥ÁöÇ⼺(¼ºÃë¸ñÇ¥)ÀÌ·Ð 161. ¼ºÃ뵿±â(achievement motivation) ÀÌ·Ð 162. ±â´ë°¡Ä¡ÀÌ·Ð 163.ÇDZ׸»¸®¿Â È¿°ú(pygmalion effect)¡¤ÀÚ±âÃæÁ·Àû ¿¹¾ð(self-fulfilling)
Chapter 08 ±³À°¹æ¹ý 164. ¼ö¾÷°úÁ¤(ÀýÂ÷)¸ðÇü 165. Ž±¸¡¤¹ß°ßÇнÀ 166. À¯ÀÇ¹Ì ÇнÀ(¿À¼öº§, Ausubel) 167. ¼±ÇàÁ¶Á÷ÀÚ 168. Çб³ÇнÀ ¸ðÇü 169. ¿ÏÀü ÇнÀ ¸ðÇü 170. ¸ñÇ¥º° ¼ö¾÷ÀÌ·Ð : ÇнÀ°á°úÀÇ ´Ù¼¸ °¡Áö À¯Çü 171. ÇнÀÀÇ ³»Àû Á¶°Ç¡¤¿ÜÀûÁ¶°Ç 172. ±³¼ö »çÅÂ(event of instruction) 173. ÀÎÁöÁ¤±³È ÀÌ·Ð(elaboration theory of instruction : ETI) 174. ÇнÀµ¿±âÈ ¼³°è¸ðÇü : ARCS ¸ðÇü 175. ¾ð¾îÀû »óÈ£ÀÛ¿ë ºÐ¼®¹ý 176. Àû¼º-óġ »óÈ£ÀÛ¿ë(ATI)ÀÌ·Ð 177. üÁ¦Àû ¼ö¾÷¼³°è(systemic instructional design) 178. ADDIE : ¼ö¾÷üÁ¦ °³¹ßÀÇ ±âº»¸ðÇü 179. Dick & CareyÀÇ ±³¼öüÁ¦¼³°è ¸ðÇü 180. ÇнÀ°úÁ¦ ºÐ¼®(learning task analysis) 181. ÇнÀ°úÁ¦ ºÐ¼®ÀÇ ÁÖ¿ä±â¹ý 182. ASSURE ¸ðÇü 183. °Àǹý(lecture method) 184. ¹ß¹®¹ý(question and answer method) 185. ÅäÀǹý 186. ¹öÁî(Buzz)ÇнÀ 187. Çùµ¿ÇнÀ 188. ¼ºÃë°úÁ¦ºÐ´ãÇнÀ(STAD) 189. Jigsaw ¸ðÇü 190.ÆÀ º¸Á¶ °³º°ÇнÀ(Team-Assisted Individualization : TAI) ¸ðÇü 191. °³º°È ¼ö¾÷(individualized instruction) 192. °³º°°è¾àÇнÀ 193. ¹«ÇгâÁ¦ 194. ÆÀƼĪ(team teaching) 195. ±¸¼ºÁÖÀÇ(Constructivism) 196. ±¸¼ºÁÖÀÇ ±³¼ö(ÇнÀ)¼³°èÀÇ Æ¯Â¡ 197. ÀÎÁöÀû À¶Å뼺 ÀÌ·Ð(cognitive flexibility theory) 198. ¹®Á¦±â¹ÝÇнÀ(problem-based learning : PBL) 199. ÀÎÁöÀû µµÁ¦ 200. »óȲÇнÀ(situated learning) 201. ±â´ÉÀû °íÂø(functional fixedness) ȤÀº ºÎÈÈ¿°ú(incubation effect) 202. Á¤È²ÇнÀ(anchored learning) 203. ¸ñÇ¥±â¹Ý ½Ã³ª¸®¿À(Goal-based scenario : GBS) 204. ÀÚ¿ø±â¹ÝÇнÀ(resource-based learning : RBL) 205. »óº¸Àû ±³¼ö(reciprocal teaching) 206. ÀÚ±âÁÖµµÇнÀ(Self-directed learning : SDL) 207. ÇÁ·ÎÁ§Æ®¹ý (project method) 208. ÇнÀȯ°æ¼³°è ¸ðÇü 209. ¼ö¾÷¸Åü(instructional media) 210. ¼ö¾÷¸Åü ¿¬±¸ÀÇ À¯Çü 211. ÀÎÅÍ³Ý È°¿ë¼ö¾÷(Ư¡ ¹× ÀåÁ¡) 212. ICT È°¿ë±³À° 213. ICT ¸®ÅÍ·¯½Ã(literacy) 214. ÄÄÇ»ÅÍ º¸Á¶¼ö¾÷(Computer Assisted Instruction : CAI) 215. ºí·»µðµå ÇнÀ(blended learning) 216. °Å²Ù·Î ÇнÀ(flipped learning)
Chapter 09 »ýÈ°Áöµµ ¹× »ó´ãÁöµµ(ÀÌ·Ð) 217. »ýÈ°Áöµµ 218. Áö½ÃÀû »ó´ã(direct counseling) 219. ÇÕ¸®Àû, Á¤¼Àû »ó´ã(rational-emotive counseling) 220. ÀÎÁö»ó´ã(cognitive counseling) 221. Àΰ£ Á᫐ »ó´ã(client-center counseling) 222. ±³·ùºÐ¼® »ó´ã(transactional analysis : TA) 223. ü°èÀû µÐ°¨¹ý(systematic desensitization) 224. Çö½Ç¿ä¹ý(realistic therapy) 225. °³Àνɸ® »ó´ã(individual counseling) 226. Áý´Ü»ó´ã(group counseling) 227. Çб³ ¶Ç·¡»ó´ã 228. Á¾ÇÕÀû Çб³»ó´ã¸ðÇü(comprehensive guidance model)
Chapter 10 ±³À°»çȸ 229. ±â´É·ÐÀû ±³À°°ü 230. º¸Æí»çȸȡ¤Æ¯¼ö»çÈ¸È 231. Çб³»çȸȷР232. Çб³±Ô¹ü·Ð 233. ±â¼ú±â´ÉÀÌ·Ð 234. ±¹¹ÎÅëÇÕ·Ð 235. ¹ßÀü±³À°·Ð 236. Àΰ£ÀÚº»·Ð 237. ¼±¹ß°¡¼³ÀÌ·Ð(screening hypothesis) 238. »çȸÀ̵¿°ú ±³À° : ±â´É·ÐÀû °üÁ¡ 239. °¥µî·ÐÀû ±³À°°ü 240. °æÁ¦Àû Àç»ý»êÀÌ·Ð 241. ¹®ÈÀû Àç»ý»êÀÌ·Ð 242. ¹®ÈÀû Çì°Ô¸ð´ÏÀÌ·Ð 243. ÀúÇ×ÀÌ·Ð(resistance theory) 244. ÁöÀ§°æÀïÀÌ·Ð 245. »çȸÀ̵¿°ú ±³À° : °¥µî·ÐÀû °üÁ¡ 246. ¹Ì½ÃÀû Á¢±Ù(±³À°»çȸÀÇ Çؼ®ÇÐÀû Á¢±Ù) 247. »ó¡Àû »óÈ£ÀÛ¿ë·Ð 248. ¾ð¾îÀü¼öÀÌ·Ð : Á¦ÇÑµÈ ¾î¹ý°ú Á¤±³È ¾î¹ý 249. ºÐ·ùÈ(classification)¡¤±¸Á¶È(frame) 250. ¹æ¾îÀû ¼ö¾÷(classroom control by defensive teaching) 251. ³«ÀÎÀÌ·Ð 252. ¾Æ³ë¹Ì(anomie)ÀÌ·Ð 253. »çȸÅëÁ¦ÀÌ·Ð 254. Â÷º°Á¢ÃË(¿¬ÇÕ)ÀÌ·Ð 255. ¹®È¡¤È¯°æ·ÐÀû °áÇÌ·Ð 256. ±³À°ÀÇ Æòµî 257. Æò»ý±³À° 258. Å»Çб³·Ð(Å»Çб³¿îµ¿) 259. ÇнÀÁ¶Á÷¸Á(Learning webs/Networked learning) 260. ÇнÀ»çȸ 261. ¾Èµå¶ó°íÁö(Andragogy) 262. ÀÎÀûÀÚ¿ø°³¹ß(Human Resource Development : HRD) 263. ½ÅÀÚÀ¯ÁÖÀÇ ±³À°
Chapter 11 ±³À°ÇàÁ¤ 264. Á¶°ÇÁ¤ºñ¼³(±â´É¼³) 265. ±³À°Áöµµ¼º¼³ 266. Çб³Á¶Á÷ÀÇ À¯Çü 267. °ø½ÄÀû(formal)¡¤ºñ°ø½ÄÀû Á¶Á÷(informal organization) 268. °ü·áÁ¦Àû Á¶Á÷ 269. °ü·áÀû¡¤Àü¹®Àû ¼º°ÝÀÇ ÀÌÁß±¸Á¶ 270. ÀÌ¿ÏÁ¶Á÷(loosely coupled organization) : ÀÌ¿Ï°áÇÕüÁ¦ 271. Á¶Á÷ÈµÈ ¹«Áú¼(organised anarchy)Á¶Á÷ 272. ÇнÀÁ¶Á÷(learning organization) 273. Àΰ£°ü°è·Ð 274. ¿å±¸À§°è ÀÌ·Ð 275. X¡¤YÀÌ·Ð 276. µ¿±â-À§»ýÀÌ·Ð 277. Á÷¹«Ç³¿äÈ(job enrichment) 278. °æ·Â´Ü°è ÇÁ·Î±×·¥ 279. »ýÁ¸¡¤°ü°è¡¤¼ºÀå(ERG : Existence-Relatedness- Growth Theory)ÀÌ·Ð 280. ±â´ëÀÌ·Ð(expectancy theory) 281. °øÁ¤¼ºÀÌ·Ð(equity theory) 282. ¸ñÇ¥¼³Á¤ÀÌ·Ð(Goal Setting Theory) 283. »óȲÀûÀÀÀû Á¢±Ù 284. º¯ÇõÀû Áöµµ¼º 285. ÃÊ¿ì·® ¸®´õ½Ê(Super leadership) 286. ¹®ÈÀû Áöµµ¼º 287. µµ´öÀû ¸®´õ½Ê(Moral leadership) 288. ÀÇ»ç°áÁ¤¸ðÇü : ÇÕ¸®Àû ¸ðÇü 289. ÀÇ»ç°áÁ¤¸ðÇü : ¾²·¹±âÅë ¸ðÇü 290. ÀÇ»ç¼ÒÅëÀÌ·Ð : JohariÀÇ Ã¢(window) 291. Áö±¸º° ÀåÇÐ 292. ±³³» ÀÚÀ²ÀåÇÐ 293. ÀÓ»óÀåÇÐ 294. Çùµ¿Àû µ¿·áÀåÇÐ 295. ÀÚ±âÀåÇÐ 296. Àΰ£ÀÚ¿øÀåÇÐ 297. ¼±ÅÃÀû ÀåÇÐ 298. ¾à½ÄÀåÇÐ 299. ¿äûÀåÇÐ 300. ÄÁ¼³Æà ÀåÇÐ
±³À°ÇÐ ³í¼ú¿¡ ÇÊ¿äÇÑ ÇÙ½É °³³ä 300°³·Î Á¤¸®. ±âº»°³³ä, ½ÉÈ°³³ä, ±³À°ÇÐÀû ÀïÁ¡À¸·Î ±¸¼º.
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