한이수 秀교육학 - 하

PART 01 교육철학 7
Ⅰ. 교육철학의 기초 ·········································································································· 9
1. 교육철학의 개념과 기능 ········································································································· 9
2. 교육의 개념 ······························································································································ 11
3. 교육개념의 정의방식 ··············································································································· 14
4. 피터스의 교육개념의 준거 ····································································································· 16
5. 교육의 목적과 교직관 ············································································································· 21
Ⅱ. 지식과 교육 ·················································································································· 23
1. 철학의 영역 ······························································································································ 23
2. 인식론의 제 이론 ···················································································································· 24
Ⅲ. 전통철학과 교육 ·········································································································· 28
1. 관념론과 교육 ·························································································································· 28
2. 실재론과 교육 ·························································································································· 30
3. 프래그머티즘(실용주의) ··········································································································· 31
Ⅳ. 현대철학과 교육 ·········································································································· 32
1. 진보주의(progressivism) ··········································································································· 32
2. 본질주의(essentialism) ············································································································· 36
3. 항존주의(perennialism) ············································································································ 38
4. 재건주의(reconstructionism) ···································································································· 40
Ⅴ. 20세기 후반의 교육철학 ···························································································· 42
1. 실존주의(existentialism) ··········································································································· 42
2. 구조주의(structuralism) ············································································································ 44
3. 분석철학 ··································································································································· 45
4. 포스트모더니즘(post-modernism) ··························································································· 46
5. 비판이론 ··································································································································· 50
6. 현상학(phenomenology) ·········································································································· 54
7. 해석학(hermeneutics) ··············································································································· 56
8. 신자유주의 ······························································································································· 58

PART 02 교육과정 59
Ⅰ. 교육과정의 기초 ·········································································································· 61
1. 교육과정의 정의 ······················································································································ 61
2. 교육과정의 분류 ······················································································································ 63
Ⅱ. 교육과정의 역사와 유형 ····························································································· 65
1. 교육과정의 역사 ······················································································································ 65
2. 교육과정의 유형 ······················································································································ 67
Ⅲ. 교육과정 모형 ·············································································································· 83
1. 목표모형(합리적 모형) ············································································································ 83
2. 브루너(Bruner)의 지식의 구조(교육내용으로서의 지식) ······················································· 88
3. 역동적 상호작용 모형 ············································································································· 89
4. 교육과정학 탐구의 실존적, 구조적 재개념화 ······································································ 93
5. 아이즈너(Eisner)의 교육과정 개발의 예술적 접근 ······························································· 97
6. 백워드 설계모형(backward design) ······················································································· 102
Ⅳ. 교육과정 개발절차 ······································································································· 106
1. 교육목표의 설정 ······················································································································ 106
2. 교육내용(학습경험)의 선정 ····································································································· 110
3. 교육내용의 조직 ······················································································································ 112

PART 03 교수학습 및 교육공학 115
Ⅰ. 교수-학습과정의 이해 ································································································· 117
1. 교수-학습과 교수방법 ············································································································· 117
2. 교수-학습의 원리 ····················································································································· 120
3. 수업과정의 구성요소 변인 ····································································································· 122
Ⅱ. 교수-학습이론 ·············································································································· 124
1. 캐롤(Carroll)의 학교학습모형 ································································································· 124
2. 블룸(Bloom)의 완전학습모형 ·································································································· 125
3. 브루너(Bruner)의 교수이론과 발견학습 ················································································· 126
4. 오수벨(Ausubel)의 유의미 수용학습 ······················································································ 131
5. 가네(Gagne)의 수업이론 ········································································································ 137
6. 라이겔루스(Reigeluth)의 정교화 교수이론 ············································································· 143
7. 메릴(Merrill)의 내용요소제시이론(component display theory: CDT) ·································· 151
8. 켈러(Keller)의 학습동기 설계이론(ARCS) ·············································································· 154
9. 란다(Landa)의 순차식-발견식 교수모형(algorithmic-heuristic instruction model) ············· 161
10 구성주의 교수이론 ··············································································································· 162
Ⅲ. 수업 목표와 학습과제 분석 ························································································ 185
1. 수업 목표 ································································································································· 185
2. 학습과제 분석 ·························································································································· 188
Ⅳ. 교수-학습방법 ·············································································································· 190
1. 강의법 ······································································································································· 190
2. 문답법 ······································································································································· 191
3. 토의법 ······································································································································· 192
4. 듀이의 문제해결학습법 ··········································································································· 196
5. 프로젝트 학습(구안법) ············································································································ 197
6. 자기주도학습 ···························································································································· 199
7. 프로그램 학습 ·························································································································· 201
8. 개별화 학습 ······························································································································ 203
9. 팀티칭 ······································································································································· 207
10. 협동학습 ································································································································· 208
Ⅴ. 교수설계 ······················································································································· 219
1. 체제적 접근과 교수체제설계(ISD) ·························································································· 219
2. 교수설계 모형 ·························································································································· 220
Ⅵ. 교육공학의 기초 ·········································································································· 229
1. 교육공학의 이해 ······················································································································ 229
2. 교육공학의 역사적 발달 ········································································································· 231
Ⅶ. 교수매체의 선정과 활용 ····························································································· 237
1. 교수매체 ································································································································· 237
2. 교수매체의 유형과 활용 ········································································································· 240
3. ASSURE 모형 ·························································································································· 243
Ⅷ. 교육혁신과 교육정보화 ······························································································· 246
1. ICT(Information & Communication Technology)활용 교육 ················································ 246
2. 컴퓨터와 교육 ·························································································································· 247
3. 멀티미디어와 하이퍼미디어 ··································································································· 250
4. e-러닝 ······································································································································· 252
5. 소셜미디어의 활용 ·················································································································· 254

PART 04 교육사회학 259
Ⅰ. 교육사회학 이론 ·········································································································· 261
1. 기능론 ······································································································································· 261
2. 갈등론 ······································································································································· 268
3. 신교육사회학 ···························································································································· 282
Ⅱ. 사회이동과 교육선발 ··································································································· 292
1. 사회이동과 선발 ······················································································································ 292
2. 사회이동과 교육체제 ··············································································································· 293
3. 교육의 기능과 사회이동 ········································································································· 295
4. 교육의 선발기능에 대한 관점 ································································································ 300
5. 입시제도와 시험 ······················································································································ 301
Ⅲ. 교육과 평등 ·················································································································· 303
1. 교육평등의 의미 ······················································································································ 303
2. 교육평등관의 유형 ·················································································································· 305
3. 교육격차의 인과론 ·················································································································· 306
Ⅳ. 현대사회의 교육 다양화 ····························································································· 310
1. 대안교육 ··································································································································· 310
2. 평생교육 ··································································································································· 312
3. 교육과 문화 ······························································································································ 321

PART 05 교육평가와 통계 329
Ⅰ. 교육평가의 기초 ·········································································································· 331
1. 교육평가의 개념과 기능 ········································································································· 331
2. 교육관과 평가관 ······················································································································ 332
Ⅱ. 교육평가의 모형 ·········································································································· 337
1. 목표중심모형 ···························································································································· 337
2. 의사결정모형(decision facilitation model) ············································································· 339
3. 판단중심모형 ···························································································································· 342
4. 소비자 중심 평가(consumer-oriented evaluation) ································································ 345
5. 구바(Guba)와 링컨(Lincoln)의 자연주의 모형 ······································································ 346
6. 울프(Wolf)의 법정판결모형(재판평가모형) ············································································ 346
Ⅲ. 교육평가의 유형 ·········································································································· 348
1. 평가 기준에 따른 유형 ··········································································································· 348
2. 평가시기에 따른 유형 ············································································································· 352
3. 대안적 평가방식 ······················································································································ 355
4. 수행평가(performance assessment) ························································································ 357
5. 교육목표 분류학 ······················································································································ 367
6. 정의적 영역의 평가 ················································································································ 372
Ⅳ. 평가문항의 제작 ·········································································································· 380
1. 문항제작의 기본 원리 ············································································································· 380
2. 문항의 유형 ······························································································································ 383
Ⅴ. 평가도구의 질적 요건 ································································································· 390
1. 타당도 ······································································································································· 390
2. 신뢰도 ······································································································································· 394
3. 객관도 ······································································································································· 398
4. 실용도 ······································································································································· 400
Ⅵ. 문항분석 ······················································································································· 401
1. 문항분석 ··································································································································· 401
2. 문항분석이론 ···························································································································· 401
Ⅶ. 교육통계 ······················································································································· 409
1. 교육통계의 이해 ······················································································································ 409
2. 측정치의 통계적 분석 ············································································································· 418