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 학습의 전이 ···································································································· 149
제6장 적응, 부적응과 정신위생 ······················································································ 152
01 좌절(욕구불만) ································································································ 152
02 갈등(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 교육학습과 교수공과
제1장 교수－학습과정의 이해 ························································································ 254
01 교수 학습과 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(Gagne)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(09. 초등) ························································ 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