교육과 심리 책 가격비교

책 이미지

책 정보

· 제목 : 교육과 심리 (교육의 심리학적 이해)
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 교육사회/심리학
· ISBN : 9788925417516
· 쪽수 : 364쪽

책 소개

다양한 심리학적 시각에서 교육을 이해할 수 있는 안목을 열어주기 위해 만들어진 교재다. 현실교육에 대한 인식의 폭을 넓혀주면서 스스로 문제의식을 가지고 탐구할 수 있는 지적 자극제로서의 역할을 할 수 있도록 노력하였다.

머리말 / 3

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

저자소개

신재흡 (지은이) 정보 더보기

전) ∙한국 유아교육 ‧ 보육복지학회 서울지회장, 연구윤리위원장 ∙한국 교육행정학회 윤리위원장, 재정기금위원장, 부회장 선출위원장, 조직규정위원장 ∙한국 교원교육학회 감사, 대외협력위원장, 윤리위원장, 중등교육위원장, 홍보기금위원장 ∙한국 교육학회 선거관리위원장 ∙한국 교육정치학회 윤리위원장, 감사 ∙한국 실천교육학회 인성위원장 ∙한국재정경제학회 윤리위원장 ∙한국 생태유아교육학회 이사 ∙한국 홀리스틱학회 편집위원 ∙경기도교육청 수석교사 선발위원 ∙서울특별시교육청 학교장 경영능력 평가위원 ∙구리시청 보육정책위원 ∙한국 교육정책연구소 전문위원 현) ∙한국 교원교육학회 부회장 ∙한국 유아교육 ‧ 보육복지학회 부회장 ∙한국 교육행정학회 이사 및 주삼환 교육리더십상 위원 ∙한국 교육정치학회 이사 ∙한국 미래유아교육학회 이사 ∙경기도 교육정책자문위원회 위원 ∙한성대학교 교육대학원 원장 <수상> ∙서양교육변천사 탐구 - 2022년도 세종도서 학술부문 우수도서 선정 ∙Hansung University Best Researcher상 수상(2023학년도 연구영역 평가) <저서> ∙교육행정발달사 탐구 ∙교육조직행위론의 탐구 ∙학교경영의 이론과 실제 ∙유아교사론 ∙보육교사론 ∙교육학의 이해 ∙영유아 교육행정 ∙현직교사를 위한 현장교육 연구의 이론과 실제 ∙학생지도와 상담을 위한 생활지도의 이해 ∙21세기의 다양한 교육리더십 ∙중등교직실무(공저) ∙사례 중심의 아동권리와 복지 ∙사례 중심의 유아교사론 ∙교육과 사회 -교육의 사회학적 이해- ∙21세기 스마트시대의 교사양성을 위한 교육방법 및 교육공학 ∙교육행정 및 교육경영 -학교경영 탐색- ∙글로벌시대의 문화 다양성을 위한 다문화 사회와 교육 ∙EDUTOPIA 구축을 위한 효과적인 장학의 이론과 실제 ∙초 ‧ 중등 예비교사를 위한 교직실무 ∙4차 산업혁명 시대의 교육리더십 트렌드 ∙서양 교육철학 ∙서양교육변천사 탐구 ∙한국 교육변천사 탐구 ∙예비교사를 위한 학교폭력 예방 및 학생의 이해 ∙교육과 심리 -교육의 심리학적 이해- ∙예비교사를 위한 학교폭력 예방과 학생의 이해 ∙영유아 교육행정 및 교육경영 ∙한국 교육사상의 맥(脈) <논문> ∙한중 중등교육의 국제화 활성화 방안(공저) ∙경찰대학생 임용 ‧ 학사 분리방안 및 졸업정원제 도입연구(공저) ∙경찰대학 치안정책과정 교육 효과측정지표 개발(공저) ∙평생학습국가 건설과 유아교육 ‧ 보육시스템의 기능 강화 방안에 대한 연구(공저) ∙유아교사가 지각한 임파워먼트와 조직헌신성과의 관계연구(공저) ∙교사가 지각한 유아교육기관 원장의 변화 지향적 지도성과 교사의 직무성과 간의 관계연구(공저) ∙유아교육기관 원장의 변화 지향적 리더십과 교사집단의 직무만족과의 관계 ∙유아교육기관 원장의 분산적 리더십과 조직문화와의 관계 ∙교사가 지각한 학교장의 변혁적 지도성과 학교 조직문화 및 조직 효과성 간의 관계연구 ∙도덕적 지도성과 임파워먼트가 교직헌신에 미치는 영향 분석 ∙변혁적 지도성과 조직헌신이 조직시민행동에 미치는 영향 분석 ∙학교장의 감성적 리더십과 임파워먼트가 학교조직 효과성에 미치는 영향 분석 ∙서번트 리더십과 팔로워십이 학교조직 효과성에 미치는 영향 분석 ∙학교장의 서번트 리더십과 학교 조직문화가 학교조직 효과성에 미치는 영향 분석 ∙학교장의 서번트 리더십과 임파워먼트가 조직시민행동에 미치는 영향 분석 ∙감성적 리더십, 학교 조직문화, 직무만족 간의 구조 관계

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