2020 GT 이정훈 교육학 3

제1장 서양 교육사 및 교육철학
01 고대 서양 교육사······································· 10
02 서양 자유주의 교육·································· 16
03 로마 시대 교육사······································· 17
04 중세 서양 교육사······································· 18
05 근대 르네상스 시기의 교육···················· 20
06 17세기 서양의 실학주의 교육사조······ 22
07 18세기 서양 교육사································· 26
08 19세기 서양 교육사································· 30
09 20세기 이후의 서양 현대 교육사········· 38
10 대안 교육 사조··········································· 59
11 교육철학의 기초········································ 62
12 교육철학의 3가지 분류···························· 63

제2장 한국 교육철학 및 교육사
01 유학의 기본 개념들·································· 68
02 고대의 교육················································· 70
03 고려 시대 교육··········································· 74
04 조선 시대의 교육······································· 76
05 근대의 교육················································· 82

제3장 교육평가
01 교육의 목적과 교육평가·························· 86
02 교육평가의 기본가정································ 87
03 교육평가의 목적········································ 87
04 교육평가의 기능········································ 87
05 교육평가의 대상········································ 88
06 교육평가의 대상에 따른 유형················ 89
07 교육평가 요소와 절차······························ 90
08 양적평가와 질적평가································ 91
09 준거지향평가와 규준지향평가··············· 92
10 능력참조평가와 성장참조평가··············· 94
11 고부담평가와 저부담평가······················· 96
12 메타평가······················································· 96
13 평가결과해석 참조틀································ 97
14 진단, 형성, 총합평가································ 97
15 검사 도구의 조건······································ 101
16 검사도구의 양호도···································· 110
17 수행평가······················································ 110
18 정의적 특성의 평가 방법························ 119
19 과정중심평가·············································· 128
20 표준화 검사················································· 131