쉽게 배우는 교육심리학

제 1 장 교육심리학의 이해 ················································································11
제 1 절 교육심리학의 개념 ············································································11
제 2 절 교육심리학의 성격 ············································································13
1. 교육의 심리학적 측면 ·········································································13
2. 교육심리학의 영역 ··············································································14
3. 교육심리학의 발달과정 ·······································································15

제 2 장 교육심리학 연구방법 ············································································19
제 1 절 교육심리학 연구방법 ········································································19
1. 관찰법 ··································································································20
2. 실험법 ··································································································22
3. 질문지법 ······························································································24
4. 면접법 ··································································································26
5. 검사법 ··································································································27
6. 사회측정법 ···························································································33
7. 사례연구법 ···························································································33
8. 발달연구법 ···························································································34
9. 자서전법 ······························································································36
제 2 절 연구방법 사용 시 지켜야 할 윤리규정 ···········································37

제 3 장 발달에 대한 이해 ······················································································41
제 1 절 발달의 개념과 원리 ··········································································41
1. 발달의 개념 ·························································································41
2. 발달원리 ······························································································44
제 2 절 발달단계와 발달과업 ········································································49
1. 발달단계 ······························································································49
2. 발달과업 ······························································································50
3. Havighurst의 발달과업과 교육 및 상담에 대한 함의 ·····················54
4. 발달에 영향을 미치는 요인 ································································55

제 4 장 인지적 발달 ···························································································59
제 1 절 Piaget의 인지발달이론 ····································································59
1. 이론적 배경 ·························································································59
2. 기본개념 ······························································································60
3. 발달단계 ······························································································62
4. Piaget 이론의 교육 및 상담에 대한 함의 ········································73
제 2 절 Vygotsky의 인지발달이론 ·······························································76
1. 근접발달영역 ·······················································································77
2. 비계설정 ······························································································78
3. 아동발달에 대한 Vygotsky의 견해 ···················································80
4. Vygotsky 이론의 비판점 ···································································80
5. Vygotsky 이론의 교육 및 상담에서의 함의 ·····································81

제 5 장 언어발달 ·································································································85
제 1 절 언어발달의 이해 ···············································································85
1. 언어의 개념과 기능 ············································································86
2. 언어의 특성 ·························································································88
제 2 절 언어발달 이론 ···················································································89
1. 환경론 ··································································································89
2. 생득론 ··································································································92
3. 상호작용론 ···························································································95
제 3 절 언어발달의 단계 ···············································································99
1. 언어 전기 ··························································································100
2. 언어획득기 ·························································································103
3. 언어 후기 ··························································································105
제 4 절 언어발달에 영향을 미치는 요인 ····················································107
1. 개인적 특성 ·······················································································107
2. 환경적 특성 ·······················································································109

제 6 장 정의적 특성의 발달 ············································································115
제 1 절 Freud의 심리성적 발달 ·································································115
1. 성격의 기본가정 ················································································115
2. 성격의 구조 ·······················································································117
3. 발달단계 ····························································································118
4. Freud 이론의 교육 및 상담에서의 함의 ········································123
제 2 절 Erikson의 심리사회적 발달 ·····························································124
1. 심리사회적 위기 ················································································124
2. 심리사회적 발달단계 ·········································································125
3. 기본적 덕목 ·······················································································130
4. Erikson 이론의 교육 및 상담에서의 함의 ·····································132
제 3 절 도덕성 발달 ····················································································133
1. Piaget의 도덕성 발달단계 ·······························································134
2. Kohlberg의 도덕성 발달단계 ··························································136
제 4 절 정서발달 ··························································································142
1. 정서의 개념 ·······················································································142
2. 정서의 발달 ·······················································································144
3. 정서발달에 영향을 미치는 요인 ·························································145
제 5 절 사회성 발달 ····················································································148
1. 사회성의 개념 ···················································································148
2. 사회성의 발달 ···················································································148
3. Bronfenbrenner의 생태학적 이론 ·················································151
4. 사회성 발달양식 ················································································153

제 7 장 학습자의 개인차 ··················································································159
제 1 절 지능 발달 ························································································159
1. 지능의 정의 ·······················································································159
2. 지능의 구조 ·······················································································161
3. 지능검사 ····························································································167
4. 지능의 발달 ·······················································································171
5. 지능검사 결과의 해석 시의 유의점 ·················································177
제 2 절 창의성 발달 ····················································································179
1. 창의성의 개념 ···················································································179
2. 창의성에 관련된 변인 ·······································································180
3. 창의성의 특성 ···················································································183
4. 창의성의 훈련 ···················································································186
5. 창의성 검사 ·······················································································191
6. 창의성과 교육 ···················································································194

제 8 장 학습의 심리 ·························································································197
제 1 절 학습의 개념 및 원리 ······································································197
1. 학습의 개념 ·······················································································197
2. 학습의 원리 ·······················································································200
3. 학습의 요인 ·······················································································201
4. 학습의 유형 ·······················································································203
5. 학습의 과정 ·······················································································205
6. 연습 ···································································································208
7. 학습곡선 ····························································································210
8. 학습의 전이 ·······················································································212
제 2 절 기억과 전이 ····················································································216
1. 기억과 망각의 개념 ··········································································216
2. 기억과정 및 유형 ··············································································218
3. 망각 ···································································································223

제 9 장 학습이론 ·······························································································231
제 1 절 자극-반응 결합이론 ·······································································231
1. 시행착오설 ·························································································231
2. 조건반응설 ·························································································234
3. 조작적 조건화설 ················································································239
4. 고전적 조건화 이론과 조작적 조건화 이론의 비교 ························244
5. 그 밖의 자극-반응이론 ····································································244
제 2 절 인지이론 ··························································································246
1. 통찰설 ································································································247
2. 장(場)설(field theory) ·····································································249
3. 기호형태설(sign-gestalt theory) ···················································250

제10장 생활지도 ·······························································································255
제 1 절 생활지도 운동 ·················································································255
제 2 절 생활지도의 원리 ·············································································259
1. 생활지도의 의미 ················································································259
2. 생활지도의 기본방향 ·········································································260
제 3 절 생활지도의 필요성과 목표 ·····························································263
1. 생활지도의 필요성 ············································································263
2. 생활지도의 목표 ················································································264
제 4 절 생활지도의 기능 ·············································································265
1. 학생이해활동 ·····················································································266
2. 정보제공활동 ·····················································································266
3. 상담활동 ····························································································268
4. 정치활동(Placement Service) ·······················································268
5. 추수지도활동 ·····················································································269

제11장 상담의 이해 ·························································································271
제 1 절 상담의 개념 ····················································································271
1. 상담의 정의 ·······················································································271
2. 상담과 심리치료 ················································································273
3. 상담의 목표 ·······················································································276
제 2 절 상담의 과정과 기술 ········································································276
1. 상담의 기본원리 ················································································277
2. 상담의 과정 ·······················································································278
3. 상담의 기술 ·······················································································281
4. 상담효과의 평가 ················································································282
제 3 절 상담이론 ··························································································283
1. 특성요인적 상담 ················································································283
2. 인간중심적 상담 ················································································288
3. 정신분석적 상담 ················································································294
4. 행동주의적 상담 ················································································300
5. 인지ㆍ정서ㆍ행동적 상담 ·································································309

제12장 교육평가 ·······························································································319
제 1 절 교육평가의 기본개념 ······································································319
1. 교육평가의 의미 ················································································319
2. 교육평가의 목적 ················································································321
제 2 절 교육평가의 영역 및 기능 ·······························································322
1. 교육평가의 영역 ················································································322
2. 교육평가의 기능 ················································································323
3. 평가의 문제점 ···················································································325
제 3 절 교육평가의 유형과 절차 ·································································327
1. 교육평가의 유형 ················································································327
2. 교육평가의 절차 ················································································332
제 4 절 평가도구의 조건 ·············································································334
1. 검사점수의 변량에 영향을 미치는 요인 ··········································334
2. 신뢰도 ································································································336
3. 타당도 ································································································341
4. 객관도 ································································································343
5. 실용도 ································································································344

제13장 교사론 ··································································································347
제 1 절 교사의 역할 ····················································································347
제 2 절 교사의 자질 ····················································································354
제 3 절 유능한 교사 ····················································································356
제 4 절 전문직으로서의 교사 ······································································361

참고문헌 ·········································································································365
찾아보기 ········································································································377