;)
2023 지아쌤의 교육학개론 - 김지아 지음
교육 현장에서 중요한 역할을 하게 될 교육행정직 공무원들을 위한 수험서이면서 교육학을 전공하는 사범대생과 교직 전공자들을 위한 입문서이다. 교육학개론 수준의 난이도 유지하려고 노력하였고, 입문자들도 쉽게 이해할 수 있는 서술식 구조를 선택하였다.
교육 현장에서 중요한 역할을 하게 될 교육행정직 공무원들을 위한 수험서이면서 교육학을 전공하는 사범대생과 교직 전공자들을 위한 입문서이다. 교육학개론 수준의 난이도 유지하려고 노력하였고, 입문자들도 쉽게 이해할 수 있는 서술식 구조를 선택하였다.
저자: 김지아 지음
CHAPTER 01 교육에 대한 기본적 이해
Ⅰ 교육의 정의 ··············································································· 18
1. 교육의 어원 / 19
2. 교육의 비유 / 20
3. 교육의 정의 방식 / 22
4. 교육의 대표적 정의 / 25
Ⅱ 교육의 목적과 교육학의 성격························································· 30
1. 교육의 목적 / 30
2. 교육학의 학문적 성격 / 31
CHAPTER 02 교육의 역사와 철학적 이해
제1부 한국교육사 34
Ⅰ 고대 시기의 교육········································································· 34
1. 상고 시기의 교육 / 35
2. 고대 삼국 시기의 교육 / 36
3. 남북국 시기의 교육 / 38
Ⅱ 고려시대의 교육·········································································· 43
1. 국자감의 창설과 변천 / 43
2. 사학 십이도의 발달(십이공도) / 45
3. 향교와 학당, 서당 / 46
4. 과거제도 / 47
Ⅲ 조선 전기의 교육········································································ 49
1. 훈민정음 창제와 문화적 발전 / 49
2. 학교제도의 정비 / 50
3. 과거제도의 정비 / 56
4. 자찬교재의 등장과 활용 / 57
Ⅳ 조선 중 ㆍ 후기의 교육·································································· 60
1. 서원의 등장과 발달 / 60
2. 조선 후기의 향교와 서원 / 62
3. 향촌 서당의 발달과 교육체제의 재편 / 62
4. 자찬교재의 교육사상 / 64
Ⅴ 근대 시기의 교육······································································· 67
1. 신식학교의 등장과 발달 / 67
2. 갑오 ㆍ 광무개혁과 근대교육의 제도화 / 70
3. 통감부 시기와 일제 강점기 / 72
제2부 서양교육사 75
Ⅰ 고대 그리스와 로마시대의 교육··················································· 75
1. 고대 그리스의 교육 / 75
2. 고대 로마시대의 교육 / 82
Ⅱ 중세 기독교 사회의 교육···························································· 85
1. 학교교육의 흔적 / 85
2. 대학의 발생 / 86
3. 교육사상가 / 86
Ⅲ 근대 초기의 교육······································································ 89
1. 르네상스 및 종교개혁 : 복선제 및 공교육의 초보적 기초 형성 / 89
2. 실학주의(리얼리즘) 교육사상 / 91
Ⅳ 근대 후기의 교육······································································ 94
1. 계몽주의 교육 / 94
2. 신인문주의 / 94
3. 국민교육체제의 성립과 발달 / 97
CHAPTER 03 현대교육철학
Ⅰ 교육철학의 성격과 방법···························································· 102
1. 교육철학의 성격 / 102
2. 교육철학의 방법 / 105
Ⅱ 20세기 전반의 교육철학 사조···················································· 108
1. 진보주의 / 108
2. 항존주의 / 112
3. 본질주의 / 113
4. 실존주의 / 114
Ⅲ 20세기 후반의 교육철학 사조···················································· 116
1. 분석적 교육철학 / 116
Ⅳ 비판적 교육철학으로의 확장····················································· 122
1. 비판이론과 비판적 교육학 / 122
CHAPTER 04 교육심리 상담 및 평가
제1부 학습자의 이해 128
Ⅰ 인지발달·····································································128
1. 피아제(J. Piaget)의 인지발달이론 / 129
2. 비고츠키(L. Vygotsky)의 인지발달이론 / 134
3. 피아제 이론과 비고츠키 이론의 공통점과 차이점 / 135
Ⅱ 성격 및 사회성 발달····································································· 137
1. 성격의 발달 / 137
2. 사회성 발달 / 146
Ⅲ 도덕성 발달······································································ 149
1. 피아제(J. Piaget)의 도덕성 발달이론 / 149
2. 콜버그(L. Kohlberg)의 도덕성 발달이론 / 150
3. 길리건(C. Gilligan)의 도덕성 발달이론 / 151
Ⅳ 지능과 창의성······································································ 153
1. 지능 / 153
2. 창의성 / 157
Ⅴ 특수학습자····································································· 160
1. 영재교육 / 160
2. 특수교육 / 161
Ⅵ 인지 양식과 학습유형······································································ 164
1. 인지 양식 / 164
2. 학습유형 / 165
제2부 교수-학습의 이해 168
Ⅰ 행동주의 학습이론····································································· 168
1. 고전적 조건형성 / 170
2. 조작적 조건형성 / 171
3. 사회인지 학습이론 / 175
Ⅱ 인지주의 학습이론····································································· 178
1. 통찰학습 / 178
2. 정보처리이론 / 179
Ⅲ 동기화이론····································································· 184
1. 행동주의 강화이론 / 184
2. 인본주의적 동기이론 : 매슬로우(A. Maslow)의 욕구위계 / 185
3. 자기결정성 이론 / 186
4. 목표지향성 이론 / 187
5. 인지적 동기이론 : 귀인이론 / 188
제3부 생활지도 및 상담 190
Ⅰ 생활지도····································································· 190
1. 생활지도의 원리 / 190
2. 생활지도의 영역과 활동 / 191
Ⅱ 상담····································································· 193
1. 정신분석 상담이론 / 193
2. 행동주의 상담이론 / 194
3. 인본주의적 상담이론 / 196
4. 인지적 상담이론 / 199
제4부 평가 및 측정 205
Ⅰ 교육평가····································································· 205
1. 평가의 의미 및 목적 / 205
2. 평가의 종류 / 209
3. 정의적 특성 측정 / 213
4. 수행평가 / 217
Ⅱ 측정······································································ 220
1. 좋은 측정도구 및 검사도구의 조건 / 220
2. 문항제작, 분석 및 해석 / 226
CHAPTER 05 교육사회
Ⅰ 교육의 사회적 기능····································································· 242
1. 교육평등론 / 243
2. 교육선발과 시험 / 249
3. 교육의 확대와 원인 / 257
4. 학업성취격차와 요인 / 262
Ⅱ 교육사회학 이론:교육을 이해하는 이론적 관점들······························ 264
1. 기능론적 관점 / 267
2. 갈등론적 관점 / 275
3. 해석적 관점 / 287
4. 구조론적 관점 / 292
5. 포스트모던(post-modernism)적 관점 / 294
6. 신자유주의적 관점 / 296
Ⅲ 교육과정의 사회적 성격······································································ 301
1. 신교육사회학의 등장 / 301
2. 교육과정과 지배 이데올로기의 정당화 / 304
3. 지식의 계층화와 불평등 재생산 / 304
4. 교육과정의 조직 원리와 사회질서의 유지 및 통제 / 305
Ⅳ 다문화 사회와 교육불평등····································································· 307
1. 다문화 사회에 대한 이론적 관점 / 307
2. 다문화 사회의 교육불평등 / 310
3. 다문화교육 / 313
CHAPTER 06 평생교육
Ⅰ 평생교육의 이론적 기초······································································ 318
1. 평생교육의 개념 / 318
2. 평생교육의 이념적 지향 / 322
Ⅱ 평생교육의 실제····································································· 328
1. 지역사회와 평생교육 : 평생학습 도시 / 328
2. 학교와 평생교육 / 329
3. 평생교육의 주요제도 / 330
CHAPTER 07 교육과정
Ⅰ 교육과정의 개념 및 유형······································································· 346
1. 교육과정의 개념 / 346
2. 교육과정의 유형 / 347
Ⅱ 교육과정의 개발 및 실행······································································· 350
1. 교육과정의 개발 모형 / 350
2. 교육내용 선정 및 조직 / 356
3. 교육과정 실행 / 361
Ⅲ 교육과정의 평가······································································ 363
Ⅳ 교육과정 발달의 역사······································································· 367
1. 교과중심 교육과정 / 367
2. 경험중심 교육과정 / 367
3. 학문중심 교육과정 / 369
4. 인간중심 교육과정 / 370
5. 교육과정의 재개념화 운동(재개념주의) / 371
Ⅴ 우리나라의 국가 교육과정····································································· 374
1. 개요 / 374
2. 2015 개정 교육과정 / 374
3. 2022 개정 교육과정 / 381
CHAPTER 08 교수-학습이론 및 교육공학
제1부 교수-학습이론 386
Ⅰ 교수자 중심 교수-학습이론(인지적 관점)························································· 386
1. 브루너의 발견학습 / 386
2. 오수벨의 유의미학습을 위한 설명식 교수이론 / 389
Ⅱ 학습자 중심 교수-학습이론(구성주의적 관점)··················································· 391
1. 인지적 도제학습이론 / 391
2. 상보적 교수법 / 393
3. 문제중심학습 / 393
4. 상황학습이론 / 394
5. 인지적 유연성 이론 / 396
제2부 교육공학 398
Ⅰ 교육공학의 정의와 영역····································································· 398
1. 교육공학의 정의 / 398
2. 교육공학의 영역 / 399
Ⅱ 수업체제설계모형····································································· 402
1. ADDIE 모형 / 402
2. 딕과 케리(W. Dick
Ⅰ 교육의 정의 ··············································································· 18
1. 교육의 어원 / 19
2. 교육의 비유 / 20
3. 교육의 정의 방식 / 22
4. 교육의 대표적 정의 / 25
Ⅱ 교육의 목적과 교육학의 성격························································· 30
1. 교육의 목적 / 30
2. 교육학의 학문적 성격 / 31
CHAPTER 02 교육의 역사와 철학적 이해
제1부 한국교육사 34
Ⅰ 고대 시기의 교육········································································· 34
1. 상고 시기의 교육 / 35
2. 고대 삼국 시기의 교육 / 36
3. 남북국 시기의 교육 / 38
Ⅱ 고려시대의 교육·········································································· 43
1. 국자감의 창설과 변천 / 43
2. 사학 십이도의 발달(십이공도) / 45
3. 향교와 학당, 서당 / 46
4. 과거제도 / 47
Ⅲ 조선 전기의 교육········································································ 49
1. 훈민정음 창제와 문화적 발전 / 49
2. 학교제도의 정비 / 50
3. 과거제도의 정비 / 56
4. 자찬교재의 등장과 활용 / 57
Ⅳ 조선 중 ㆍ 후기의 교육·································································· 60
1. 서원의 등장과 발달 / 60
2. 조선 후기의 향교와 서원 / 62
3. 향촌 서당의 발달과 교육체제의 재편 / 62
4. 자찬교재의 교육사상 / 64
Ⅴ 근대 시기의 교육······································································· 67
1. 신식학교의 등장과 발달 / 67
2. 갑오 ㆍ 광무개혁과 근대교육의 제도화 / 70
3. 통감부 시기와 일제 강점기 / 72
제2부 서양교육사 75
Ⅰ 고대 그리스와 로마시대의 교육··················································· 75
1. 고대 그리스의 교육 / 75
2. 고대 로마시대의 교육 / 82
Ⅱ 중세 기독교 사회의 교육···························································· 85
1. 학교교육의 흔적 / 85
2. 대학의 발생 / 86
3. 교육사상가 / 86
Ⅲ 근대 초기의 교육······································································ 89
1. 르네상스 및 종교개혁 : 복선제 및 공교육의 초보적 기초 형성 / 89
2. 실학주의(리얼리즘) 교육사상 / 91
Ⅳ 근대 후기의 교육······································································ 94
1. 계몽주의 교육 / 94
2. 신인문주의 / 94
3. 국민교육체제의 성립과 발달 / 97
CHAPTER 03 현대교육철학
Ⅰ 교육철학의 성격과 방법···························································· 102
1. 교육철학의 성격 / 102
2. 교육철학의 방법 / 105
Ⅱ 20세기 전반의 교육철학 사조···················································· 108
1. 진보주의 / 108
2. 항존주의 / 112
3. 본질주의 / 113
4. 실존주의 / 114
Ⅲ 20세기 후반의 교육철학 사조···················································· 116
1. 분석적 교육철학 / 116
Ⅳ 비판적 교육철학으로의 확장····················································· 122
1. 비판이론과 비판적 교육학 / 122
CHAPTER 04 교육심리 상담 및 평가
제1부 학습자의 이해 128
Ⅰ 인지발달·····································································128
1. 피아제(J. Piaget)의 인지발달이론 / 129
2. 비고츠키(L. Vygotsky)의 인지발달이론 / 134
3. 피아제 이론과 비고츠키 이론의 공통점과 차이점 / 135
Ⅱ 성격 및 사회성 발달····································································· 137
1. 성격의 발달 / 137
2. 사회성 발달 / 146
Ⅲ 도덕성 발달······································································ 149
1. 피아제(J. Piaget)의 도덕성 발달이론 / 149
2. 콜버그(L. Kohlberg)의 도덕성 발달이론 / 150
3. 길리건(C. Gilligan)의 도덕성 발달이론 / 151
Ⅳ 지능과 창의성······································································ 153
1. 지능 / 153
2. 창의성 / 157
Ⅴ 특수학습자····································································· 160
1. 영재교육 / 160
2. 특수교육 / 161
Ⅵ 인지 양식과 학습유형······································································ 164
1. 인지 양식 / 164
2. 학습유형 / 165
제2부 교수-학습의 이해 168
Ⅰ 행동주의 학습이론····································································· 168
1. 고전적 조건형성 / 170
2. 조작적 조건형성 / 171
3. 사회인지 학습이론 / 175
Ⅱ 인지주의 학습이론····································································· 178
1. 통찰학습 / 178
2. 정보처리이론 / 179
Ⅲ 동기화이론····································································· 184
1. 행동주의 강화이론 / 184
2. 인본주의적 동기이론 : 매슬로우(A. Maslow)의 욕구위계 / 185
3. 자기결정성 이론 / 186
4. 목표지향성 이론 / 187
5. 인지적 동기이론 : 귀인이론 / 188
제3부 생활지도 및 상담 190
Ⅰ 생활지도····································································· 190
1. 생활지도의 원리 / 190
2. 생활지도의 영역과 활동 / 191
Ⅱ 상담····································································· 193
1. 정신분석 상담이론 / 193
2. 행동주의 상담이론 / 194
3. 인본주의적 상담이론 / 196
4. 인지적 상담이론 / 199
제4부 평가 및 측정 205
Ⅰ 교육평가····································································· 205
1. 평가의 의미 및 목적 / 205
2. 평가의 종류 / 209
3. 정의적 특성 측정 / 213
4. 수행평가 / 217
Ⅱ 측정······································································ 220
1. 좋은 측정도구 및 검사도구의 조건 / 220
2. 문항제작, 분석 및 해석 / 226
CHAPTER 05 교육사회
Ⅰ 교육의 사회적 기능····································································· 242
1. 교육평등론 / 243
2. 교육선발과 시험 / 249
3. 교육의 확대와 원인 / 257
4. 학업성취격차와 요인 / 262
Ⅱ 교육사회학 이론:교육을 이해하는 이론적 관점들······························ 264
1. 기능론적 관점 / 267
2. 갈등론적 관점 / 275
3. 해석적 관점 / 287
4. 구조론적 관점 / 292
5. 포스트모던(post-modernism)적 관점 / 294
6. 신자유주의적 관점 / 296
Ⅲ 교육과정의 사회적 성격······································································ 301
1. 신교육사회학의 등장 / 301
2. 교육과정과 지배 이데올로기의 정당화 / 304
3. 지식의 계층화와 불평등 재생산 / 304
4. 교육과정의 조직 원리와 사회질서의 유지 및 통제 / 305
Ⅳ 다문화 사회와 교육불평등····································································· 307
1. 다문화 사회에 대한 이론적 관점 / 307
2. 다문화 사회의 교육불평등 / 310
3. 다문화교육 / 313
CHAPTER 06 평생교육
Ⅰ 평생교육의 이론적 기초······································································ 318
1. 평생교육의 개념 / 318
2. 평생교육의 이념적 지향 / 322
Ⅱ 평생교육의 실제····································································· 328
1. 지역사회와 평생교육 : 평생학습 도시 / 328
2. 학교와 평생교육 / 329
3. 평생교육의 주요제도 / 330
CHAPTER 07 교육과정
Ⅰ 교육과정의 개념 및 유형······································································· 346
1. 교육과정의 개념 / 346
2. 교육과정의 유형 / 347
Ⅱ 교육과정의 개발 및 실행······································································· 350
1. 교육과정의 개발 모형 / 350
2. 교육내용 선정 및 조직 / 356
3. 교육과정 실행 / 361
Ⅲ 교육과정의 평가······································································ 363
Ⅳ 교육과정 발달의 역사······································································· 367
1. 교과중심 교육과정 / 367
2. 경험중심 교육과정 / 367
3. 학문중심 교육과정 / 369
4. 인간중심 교육과정 / 370
5. 교육과정의 재개념화 운동(재개념주의) / 371
Ⅴ 우리나라의 국가 교육과정····································································· 374
1. 개요 / 374
2. 2015 개정 교육과정 / 374
3. 2022 개정 교육과정 / 381
CHAPTER 08 교수-학습이론 및 교육공학
제1부 교수-학습이론 386
Ⅰ 교수자 중심 교수-학습이론(인지적 관점)························································· 386
1. 브루너의 발견학습 / 386
2. 오수벨의 유의미학습을 위한 설명식 교수이론 / 389
Ⅱ 학습자 중심 교수-학습이론(구성주의적 관점)··················································· 391
1. 인지적 도제학습이론 / 391
2. 상보적 교수법 / 393
3. 문제중심학습 / 393
4. 상황학습이론 / 394
5. 인지적 유연성 이론 / 396
제2부 교육공학 398
Ⅰ 교육공학의 정의와 영역····································································· 398
1. 교육공학의 정의 / 398
2. 교육공학의 영역 / 399
Ⅱ 수업체제설계모형····································································· 402
1. ADDIE 모형 / 402
2. 딕과 케리(W. Dick
