2015 유길준 논술교육학

제1장 교육의 이해와 철학
제1절 교육의 개념탐구 · 12
1. 교육의 어원적 의미 ·············· 12
2. 교육의 필요성과 가능성 및 한계성 ······················· 15
3. 교육의 다양한 관점의 이해 · 19
4. 교육의 다양한 비유 ·············· 20
5. 교육의 현상적 정의 ·············· 23
6. 교육목적론 ····························· 25
제2절 교육철학 ·············· 32
1. 교육철학의 기능 ···················· 32
2. 교육철학적 사고방법 ············ 35
3. 전통철학과 교육 ···················· 39
4. 현대고전철학과 교육 ············ 48
5. 현대비판철학과 교육 ············ 65

제2장 교육심리학
제1절 지적 특성과 교육 ·································· 88
1. 지능과 교육 ··························· 88
2. 인지발달과 교육 ·················· 111
3. 인지양식(cognitive style)과 메타인지 ··············· 123
4. 창의력과 교육 ····················· 127
제2절 정의적 특성(비지적 특성)과 교육 ···· 137
1. 정의적 특성의 발달이론 ·· 137
2. 동기(Motivation) ·················· 154
3. 학습관련 주요 정의적 요소 ·································· 165
제3절 학습심리와 교육 ································· 173
1. 행동주의 학습심리학 ·········· 173
2. 정보처리이론(information processing theory) ··· 187
3. 사회적학습이론(A. Bandura) ································ 194
4. 인간주의 학습이론 ·············· 198
5. 학습의 전이 ························· 202

제3장 생활지도와 상담
제1절 생활지도 ············ 208
1. 생활지도의 기초 ·················· 208
2. 생활지도의 실제 ·················· 216
제2절 상담활동 ············ 231
1. 상담활동의 기초 ·················· 231
2. 상담의 대화 및 상담기술 ·· 238
3. 인지적 상담이론 ·················· 244
4. 정의적 상담이론 ·················· 256
5. 행동주의적 상담이론 ·········· 266
6. 기타 상담이론 ····················· 270
제3절 진로지도 ············ 289
1. 진로상담과 진로지도 ·········· 289
2. 진로선택이론 ······················· 294
3. 진로발달 이론 ····················· 300

제4장 교육사회학
제1절 기능주의와 갈등주의 ·························· 306
1. 교육현상의 기능이론 ·········· 306
2. 교육현상의 갈등론적 이론 · 316
3. 탈재생 이론과 교육 ············ 324
제2절 해석적 접근과 신교육사회학 ············· 328
1. 해석적 접근 ························· 328
2. 신교육사회학 ······················· 334
제3절 교육기회균등과 학력상승 ·················· 339
1. 교육과 사회평등 ·················· 339
2. 학력상승에 관한 이론 ········ 349

제5장 교육과정과 평가
제1절 교육과정의 개념과 이론적 배경 ······· 356
1. 교육과정의 개념 ·················· 356
2. 교육과정의 이론적 배경 ···· 359
제2절 교육과정 개발 모형과 실제 ·············· 366
1. 교육과정 개발 모형 ············ 366
2. 교육과정의 일반적 개발 절차 및 개발 실제 ····· 378
제3절 교육과정 유형 ·· 392
1. 교과중심 교육과정 ·············· 393
2. 경험중심 교육과정(아동중심, 생활중심) ·············· 396
3. 학문중심 교육과정 ·············· 401
4. 인간중심 교육과정 ·············· 404
5. 잠재적 교육과정(Hidden Curriculum) ··············· 406
6. 영 교육과정(Null curriculum) ······························· 414
7. 구성주의(constructivism) 교육과정 ······················ 415
제4절 교육평가의 기초 및 유형 ·················· 417
1. 교육평가의 기초 ·················· 418
2. 교육평가의 형태 ·················· 422
제5절 교육평가 도구의 제작 ························ 433
1. 선택형 검사 ························· 434
2. 서답형 검사 ························· 436
3. 수행평가 ······························· 437
제6절 바람직한 평가 도구의 기준과 문항분석 ····························· 445
1. 타당도(Validity) ···················· 446
2. 신뢰도(Reliability) ················ 450
3. 객관도(Objectivity, 채점자 신뢰도) ······················ 454
4. 실용도(Usability) ·················· 455
5. 문항곤란도(item difficulty) ·· 455
6. 문항변별도(item discrimination) ··························· 457
7. 문항반응분포(item response distribution) ·········· 458
8. 문항반응이론(item response theory) ················· 460

제6장 교육방법
제1절 교육방법의 기초 ································· 464
1. 교육방법의 일반적인 의미와 하위영역 ··············· 464
2. 학습(Learning) ·················· 468
제2절 교수설계모형 ···· 470
1. 교수설계의 개념 ·················· 470
2. 교수설계변인(Reigeluth & Merrill, 1979) ··········· 472
3. 서술적 이론과 처방적 이론 ·································· 473
4. 체제적 교수설계 ·················· 474
5. 교수체제의 구성요소와 체제적 교수설계 원리 ·· 475
6. 체제적 교수설계모형 ·········· 476
7. 객관주의 교수설계와 구성주의 교수설계 ··········· 481
제3절 교수설계이론(객관주의) ····················· 502
1. 캐롤(J. B.. Carroll)의 학교학습모형 ···················· 502
2. 블룸(B. Bloom)의 완전학습모형 ·························· 506
3. 부르너(J. Bruner)의 발견학습 ······························ 508
4. 오수벨(D. P. Ausubel)의 설명식 수업이론 ········ 511
5. 가네와 브릭스 (R. Gagn? & L. Briggs)의 목표별 수업이론 ············· 515
6. 라이거루스(C. Reigeluth)의 인지정교화이론 ······ 530
7. 메릴(M. Merrill)의 내용요소 전시이론 ················· 534
8. 캘러(J. Keller)의 학습동기유발을 위한 ARCS이론 ······························ 537
제4절 교수방법의 여러 형태 ························ 539
1. 강의법(Lecture method) ·· 540
2. 문답법(Questioning method) ······························· 542
3. 토의법(Discussion method) ································· 544
4. 협동학습 ······························· 551
5. 문제중심학습(Problem Based Learning) ··········· 561
6. 자기주도학습(self-directed learning) ················· 563
7. 자원기반학습(Resource-Based Learning) ········ 566
8. 웹퀘스트 학습(WebQust learning) ······················ 567

제7장 교사론 및 교육행정
제1절 교사론 ··············· 572
1. 교직의 개념과 성격 ············ 573
2. 교직관의 변천과 유형 ······ 576
3. 교원윤리 ······························· 584
4. 바람직한 교사의 자질 ········ 590
제2절 교권침해의 원인과 대책 ···················· 595
1. 교권의 의미 ························· 596
2. 교권 침해의 의미 ·············· 596
3. 교권 침해의 형태 ················ 597
4. 교권 침해의 발생원인 ········ 597
5. 교권 침해의 문제점 ············ 599
6. 교권 침해 문제에 대한 해결 방안 모색 ············· 600
유길준 논술교육학
제3절 교육행정 이론 ·· 601
1. 학교조직의 유형론 ·············· 602
2. 조직관리이론 ······················· 609
3. 학교조직의 풍토이론(A. W. Halpin & D. B. Crofts) ··························· 625
4. 조직행위 동기유발이론 ···· 627
5. 조직행위 지도성이론 ········ 634

▶ 참고문헌 ························ 644