교육과 심리

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제1장 교육심리학의 기초 ································································11
제1절 교육심리학의 기본개념 ························································13
제2절 교육심리학의 목적 ·····························································15
제3절 교육심리학의 연구영역 ························································17
제4절 교육심리학의 발달과정 ························································20
제5절 교육심리학의 학문적 구조 ····················································22
제6절 인간이해의 심리학적 접근방법 ···············································24
제7절 교육심리학의 연구내용과 방법 ···············································28
∙ 참고문헌 ··············································································45

제2장 학습자의 발달과 교육 ···························································47
제1절 발달의 개념 및 원리 ··························································49
제2절 발달에 영향을 주는 요인 ·····················································51
제3절 발달단계와 발달과업 ··························································52
제4절 발달의 주요 논쟁점 ···························································55
제5절 인간발달이론 ···································································56
제6절 발달과 교육과의 관계 ·························································73
∙ 참고문헌 ··············································································77

제3장 학습이론 ·············································································81
제1절 학습의 개념 ····································································83
제2절 행동주의 학습이론 ·····························································85
제3절 인지주의 학습이론 ····························································102
제4절 인본주의 학습이론 ····························································117
제5절 학습지도의 원리 ······························································125
∙ 참고문헌 ············································································132

제4장 학습자의 인지적 특성 ··························································135
제1절 지능 ············································································137
제2절 창의성 ·········································································155
제3절 인지양식 ·······································································166
제4절 감성지능 ·······································································169
제5절 지능ㆍ창의성ㆍ인지양식의 교육적 활용 ····································174
∙ 참고문헌 ············································································177

제5장 학습자의 정의적 특성 ··························································181
제1절 자아개념 ·······································································183
제2절 성취동기 ·······································································186
제3절 태도 ············································································189
제4절 시험불안 ·······································································190
제5절 적응과 부적응 ································································191
제6절 포부수준 ·······································································196
∙ 참고문헌 ············································································198

제6장 기억과 전이 ·······································································199
제1절 기억 ············································································201
제2절 기억의 강화 ···································································205
제3절 망각 ············································································208
제4절 학습의 전이 ···································································212
제5절 연습 ············································································215
∙ 참고문헌 ············································································219

제7장 학습동기 ············································································221
제1절 동기의 개념 ···································································223
제2절 동기의 성질 ···································································224
제3절 동기의 종류 ···································································225
제4절 동기의 기능과 특징 ··························································227
제5절 동기이론 ·······································································228
제6절 동기유발의 원리와 방법 ·····················································243
제7절 학습동기를 증진시키는 변인 ················································247
∙ 참고문헌 ············································································252

제8장 정신건강과 스트레스 ···························································255
제1절 학교교육과 정신건강 ·························································257
제2절 학습자 및 학교의 스트레스 ··················································269
∙ 참고문헌 ············································································292

제9장 생활지도와 상담 ·································································295
제1절 생활지도 ·······································································297
제2절 상담 ············································································312
∙ 참고문헌 ············································································323

제10장 교육평가의 이해 ·································································327
제1절 교육평가의 개념과 기능 ·····················································329
제2절 교육평가의 목적 ······························································331
제3절 교육평가의 기준 ······························································332
제4절 교육평가의 절차 ······························································337
제5절 교육평가의 유형 ······························································339
제6절 우리나라 교육평가의 현황과 전망 ··········································345
∙ 참고문헌 ············································································347

찾아보기 ··············································································348