2020 키위 교육학 - 하

제6편 교육심리학
제1장 교육심리학의 본질 ·············································································· 16
01 교육의 정의 ······················································································· 16
02 교육의 세 측면 ·················································································· 17
03 교육심리학의 성격 ··········································································· 17
04 주요 교육심리학의 이론 ·································································· 18
제2장 학습자의 지적 특성 ············································································· 20
01 지능과 지능검사 ··············································································· 20
02 지능이론 ··························································································· 23
03 창의력 ······························································································· 35
04 인지양식과 초인지 ··········································································· 49
제3장 학습자의 정의적 특성 ········································································ 53
01 동기(motivation) ············································································ 53
02 학습동기 ··························································································· 57
03 정서와 학습 ······················································································· 73
04 동기와 학습의 관계 ·········································································· 77
제4장 학습자의 발달 ······················································································· 80
01 발달의 원리와 단계 ·········································································· 80
02 인지 발달 이론 ·················································································· 81
03 성격 발달 이론 ················································································· 102
04 도덕성 발달 이론 ·············································································· 109
제5장 학습이론 ································································································· 115
01 학습의 개념 ······················································································ 115
02 행동주의 학습이론 ··········································································· 115
03 인지주의 학습이론 ··········································································· 128
04 기억연구의 새로운 접근 ·································································· 137
05 망 각 ·································································································· 147
06 학습의 전이 ······················································································ 149
제6장 적응, 부적응과 정신위생 ··································································· 152
01 좌 절(욕구불만) ················································································ 152
02 갈 등(conflict) ················································································· 153
03 적응기제 ··························································································· 154

제7편 생활지도와 상담
제1장 생활지도의 기초 ·················································································· 160
01 생활지도의 정의 ··············································································· 160
02 생활지도의 목적 ··············································································· 160
03 생활지도의 목표 ··············································································· 160
04 생활지도의 성격 ··············································································· 161
05 생활지도의 기본원리 ······································································· 161
06 생활지도의 실천원리 ······································································· 161
07 생활지도의 주요영역 ······································································· 162
제2장 상담의 활동 ··························································································· 164
01 상담의 정의 ······················································································ 164
02 상담의 목표 ······················································································ 164
03 상담의 기본 조건 ·············································································· 164
04 상담에서의 대화의 기법 ·································································· 165
05 상담의 기법 ······················································································ 166
06 상담 시 교사의 준수사항 ································································· 174
07 상담면접의 기술 ··············································································· 174
제3장 상담이론 ································································································· 180
01 상담 기법에 따른 상담이론의 분류 ················································· 180
02 상담영역에 따른 상담이론의 분류 ·················································· 181
03 상담이론 ··························································································· 182

제8편 교수학습과 교수공학
제1장 교수－학습과정의 이해 ······································································ 254
01 교수학습과
교수방법 ··································································· 254
02 교수방법의 변화 ··············································································· 256
03 교수－학습지도의 원리 ··································································· 259
04 수업과정의 구성요소 변인 ······························································ 262
제2장 교수－학습이론 ···················································································· 266
01 캐롤(Carroll)의 학교학습모형 ························································ 266
02 블룸(Bloom)의 완전학습모형 ························································ 267
03 브루너(Bruner)의 교수이론과 발견학습 ······································· 269
04 오수벨(Ausubel)의 유의미적 수용학습 이론 ······························· 272
05 가네(Gagné)의 수업이론 ································································ 282
06 롸이겔루스(Reigeluth)의 정교화 교수이론 ·································· 290
07 메릴(Merrill)의 내용요소제시이론 ················································· 303
08 켈러(Keller)의 학습동기유발 교수이론 ········································· 308
09 구성주의(constructivism) 교수이론 ············································ 313
제3장 수업의 요소 ··························································································· 341
01 수업목표 ···························································································· 341
02 학습과제분석 ····················································································· 344
제4장 교수－학습방법 ···················································································· 347
01 교수－학습방법 ················································································ 347
제5장 교수설계 ································································································· 383
01 교수설계의 개념과 원리 ·································································· 383
02 체제적 교수설계의 모형 ·································································· 395
제6장 교육공학의 기초 ·················································································· 406
01 교육공학의 이해 ··············································································· 406
02 교육공학 발달사 ··············································································· 408
제7장 교수매체 ································································································· 423
01 교수매체의 개념 및 기여도 ····························································· 423
02 교수매체의 유형과 속성 ·································································· 424
03 교수매체의 활용 ··············································································· 428
제8장 교육과 뉴미디어 ·················································································· 437
01 멀티미디어 ······················································································· 437
02 블렌디드 러닝(Blended learning) ················································ 449

제9편 교육과정
제1장 교육과정의 기초 ·················································································· 456
01 교육과정의 정의 ··············································································· 456
02 교육과정의 성격 ··············································································· 457
제2장 교육과정의 종류 ·················································································· 458
01 교육과정의 분류 ··············································································· 458
제3장 교육과정의 역사와 유형 ···································································· 463
01 교육과정의 역사 ··············································································· 463
02 교육과정의 유형 ··············································································· 466
제4장 교육과정 모형 ······················································································· 475
01 목표모형(합리적 모형) ···································································· 475
02 내용모형(Bruner의 모형) ······························································· 479
03 Walker의 자연주의적 모형(숙의 모형) ········································· 480
04 Eisner의 교육과정 개발의 예술적 접근 ········································ 481
05 Pinar의 모형：재개념화 이론의 교육과정 모형 ··························· 492
06 새로운 교육과정 개발 모형 ····························································· 499
제5장 교육과정 개발절차 ·············································································· 505
01 교육목적의 설정 ··············································································· 505
02 교육내용의 선정과 조직 ·································································· 507

제10편 교육평가와 통계
제1장 교육평가의 기초 ·················································································· 520
01 교육평가의 목적과 평가관 ······························································ 520
제2장 교육평가의 모형 ·················································································· 523
01 목표달성모형(goal attainment model) ····································· 523
02 의사결정모형(decision-oriented model) ·································· 525
03 판단중심모형(judgment-oriented evaluation) ······················· 526
04 소비자중심 모형(client centered evaluation model) ············· 528
05 자연주의 모형(naturalistic model of evaluation) ··················· 529
제3장 평가의 유형 ··························································································· 530
01 평가 기준에 따른 유형 ····································································· 530
02 평가 시기에 따른 유형(진단평가, 형성평가, 총괄평가) ················ 532
03 대안적 평가방식 ··············································································· 533
제4장 수행평가 ································································································· 535
01 수행평가의 이론적 기초 ·································································· 535
02 수행평가의 필요성 ··········································································· 535
03 수행평가의 개념 ··············································································· 536
04 수행평가 방법 ·················································································· 538
05 수행평가의 설계와 고려사항 ·························································· 539
제5장 평가문항의 제작 ·················································································· 545
01 문항제작의 기본 원리 ······································································ 545
02 문제제작의 실체 ··············································································· 549
03 수행평가 문항의 제작 ······································································ 554
제6장 평가도구의 질 판단 기준 ·································································· 557
01 타당도(validity) ··············································································· 557
02 신뢰도(reliability) ··········································································· 561
03 객관도 및 실용도 ·············································································· 573
제7장 문항분석 ································································································· 575
01 문항분석의 개념 ··············································································· 575
02 문항분석 이론 ·················································································· 575
제8장 교육통계 ································································································· 587
01 교육통계의 개념과 종류 ·································································· 587
02 변인의 의미와 종류 ·········································································· 587
03 측정치 ······························································································· 589
04 집중경향치 ······················································································· 590
05 변산도 ······························································································· 592
06 원점수와 표준점수 ··········································································· 594
07 측정치의 통계적 분석 ······································································ 596

제11편 교육연구법
제1장 교육연구의 기초 ·················································································· 608
01 교육연구의 유형 ··············································································· 608
제2장 교육연구의 실제 ·················································································· 611
01 자료수집 방법 ·················································································· 611
02 표 집 ·································································································· 641
03 실험의 타당성 ·················································································· 648

• 찾아보기(Index) ·························································································· 656