성휘소 교육학 단권

PART 1 교육심리 11
01 학습이란! ··················································································································· 12
02 행동주의 ····················································································································· 12
03 사회학습이론(Social Learning Theory) -사회인지 ·················································· 16
04 인지발달 ····················································································································· 18
05 구성주의 ··················································································································· 23
06 배려윤리 ····················································································································· 26
07 인격교육 ····················································································································· 28
08 정신분석 ····················································································································· 29
09 생물생태학적 발달이론 ··························································································· 34
10 지능이론 ····················································································································· 35
11 창의성 이론 ··············································································································· 40
12 동기화 ························································································································ 42
13 인본주의 교육 ··········································································································· 53
14 인지주의 학습이론 ···································································································· 54
15 학습자의 다양성 ········································································································ 59
16 교육심리에서 교사의 자질 ······················································································· 61
17 학급운영 ····················································································································· 62
18 생활지도 ····················································································································· 63
19 상 담 ·························································································································· 65
20 진로지도 ····················································································································· 77

PART 2 교육과정 85
01 교육과정의 기능 ········································································································ 86
02 교육과정의 개념 ········································································································ 86
03 교육과정의 개발 ········································································································ 87
04 교육과정의 개발 모형 ······························································································ 92
05 교육과정개발의 과정 ································································································ 102
06 교육과정 설계 ··········································································································· 116
07 교육과정의 유형 ········································································································ 124
08 교육과정 실행과 운영 ······························································································ 129
09 교육과정 평가 ··········································································································· 131
10 교육과정 평가 모형 ·································································································· 132

PART 3 교육공학 139
01 실즈(Seels)와 리치(Richey)의 교육공학 정의 ·························································· 140
02 교육공학의 활동영역 5가지 ····················································································· 140
03 교육 공학 분야의 이론적 발달과정과 최근 동향 ·················································· 141
04 프로젝트 관리기법 및 절차 ····················································································· 144

PART 4 교수설계 145
01 교수설계의 정의 ········································································································ 146
02 지식기반과 교수설계 ································································································ 147
03 교수설계에서 ‘이론’의 기능 ····················································································· 147
04 교수설계 모형의 3가지 대표적 유형 ······································································ 148
05 일반체제이론 ············································································································· 149
06 커뮤니케이션이론 ······································································································ 154
07 조건기반이론(Conditions-Based Theory) ································································· 164
08 구성주의 설계이론 ···································································································· 171
09 수행성과 향상이론(Performance Improvement : PI) ············································· 177

PART 5 교수방법 187
01 Bruner의 교수학습 이론 ··························································································· 188
02 Ausubel의 교수학습 이론 ························································································· 190
03 Glaser의 교수학습 이론 ··························································································· 193
04 Gagn?의 교수학습 이론 ·························································································· 194
05 Reigeluth의 교수학습 이론 ······················································································· 198
06 Merrill의 교수학습 이론 ··························································································· 201
07 Keller의 교수학습 이론 ···························································································· 204
08 구성주의 교수학습 이론 ··························································································· 209
09 발견학습과 탐구학습 ································································································ 219
10 Skinner의 티칭머신과 프로그램 학습 ····································································· 221
11 교육과 방법, 수업과 교수 ························································································ 222
12 학습 동기 증진 변인 ································································································ 223
13 시범(Demonstration) ·································································································· 224
14 효과적인 질문 ··········································································································· 225
15 강의법 ························································································································ 226
16 시청각매체활용법 ······································································································ 227
17 토의법 ························································································································ 228
18 문답법 ························································································································ 231
19 협동학습 ····················································································································· 238
20 프로젝트 학습 ··········································································································· 245
21 자기주도적 학습 ······································································································ 246
22 ICT를 활용한 수업 ···································································································· 249
23 멀티미디어를 활용한 수업 ······················································································· 250
24 원격교육을 활용한 수업 ··························································································· 251
25 E-러닝을 활용한 수업 ······························································································· 251
26 유비쿼터스를 활용한 수업 ······················································································· 255

PART 6 교육행정 259
01 교육행정의 개념과 성격 ··························································································· 260
02 교육행정의 영역 ········································································································ 263
03 교육행정의 원리 ········································································································ 264
04 고전 이론 ··················································································································· 267
05 인간관계론 ················································································································· 273
06 행동과학론 ················································································································· 276
07 다원론 ························································································································ 277
08 동기론 ························································································································ 281
09 조직론 ························································································································ 289
10 조직유형론 ················································································································· 294
11 조직 구조론 ··············································································································· 297
12 조직 문화?풍토론 ······································································································· 300
13 학교 조직론 ··············································································································· 307
14 지도성이론 ················································································································· 312
15 의사결정론 ················································································································· 326
16 교육기획과 교육정책 ································································································ 333
17 교육제도와 행정조직 ································································································ 342
18 학교 제도와 구조의 문제 ························································································· 344
19 장학 ···························································································································· 346
20 학교와 학급의 경영 실무 ························································································· 352
21 교육재정 ····················································································································· 355
22 교사론 ························································································································ 357

PART 7 교육사회 361
01 교육사회학의 성격 ···································································································· 362
02 교육사회학의 연구영역과 방법 ··············································································· 362
03 거시적 접근법과 미시적 접근법 ·············································································· 363
04 기능론 ························································································································ 364
05 갈등론 ························································································································ 369
06 그람시(A. Gramsci)의 헤게모니적 국가 재생산론 ················································ 378
07 저항이론 ····················································································································· 379
08 해석학적 이론 ··········································································································· 383
09 학업성취도와 교육의 기회균등 ··············································································· 388
10 학교 교육과 교육불평등 ··························································································· 393
11 교육격차 ····················································································································· 395
12 사회이동과 교육 ········································································································ 397
13 대안교육 ····················································································································· 401
14 평생교육 ····················································································································· 404
15 생애교육과 순환교육 ································································································ 408
16 안드라고지와 페다고지 ···························································································· 409

PART 8 서양 교육사 및 교육철학 411
01 고대 서양 교육사 ······································································································ 412
02 서양 자유주의 교육 ·································································································· 418
03 로마 시대 교육사 ······································································································ 419
04 중세 서양 교육사 ······································································································ 420
05 근대 르네상스 시기의 교육 ····················································································· 422
06 17세기 서양의 실학주의 교육 사조 ······································································· 425
07 18세기 서양 교육사 ································································································· 429
08 19세기 서양 교육사 ································································································· 434
09 20세기 이후의 서양 현대 교육사 ··········································································· 442
10 대안 교육 사조 ········································································································· 464
11 교육철학의 기초 ········································································································ 466
12 교육철학의 3가지 분류 ···························································································· 468

PART 9 한국 교육철학 및 교육사 471
01 유학의 기본 개념들 ·································································································· 472
02 고대의 교육 ··············································································································· 474
03 고려 시대 교육 ········································································································· 478
04 조선 시대의 교육 ······································································································ 480
05 근대의 교육 ··············································································································· 486

PART 10 교육평가 489
01 교육의 목적과 교육평가 ························································································ 490
02 교육평가의 기본가정 ····························································································· 490
03 교육평가의 목적 ····································································································· 491
04 교육평가의 기능 ····································································································· 491
05 교육평가의 대상 ····································································································· 492
06 교육평가의 대상에 따른 유형 ·············································································· 492
07 교육평가 요소와 절차 ··························································································· 494
08 양적평가와 질적평가 ····························································································· 495
09 준거지향평가와 규준지향평가 ·············································································· 496
10 능력참조평가와 성장참조평가 ·············································································· 498
11 고부담평가와 저부담평가 ······················································································ 499
12 평가결과해석 참조틀 ····························································································· 500
13 진단, 형성, 총합평가 ····························································································· 500
14 메타평가 ·················································································································· 504
15 검사 도구의 조건 ··································································································· 504
16 검사도구의 양호도 ································································································· 514
17 수행평가 ·················································································································· 519
18 과정중심평가 ·········································································································· 529
19 정의적 특성의 평가방법 ························································································ 536
20 표준화 검사 ············································································································ 545