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교육학개론 2판

교육학개론 2판 (5회 대출)

자료유형
단행본
개인저자
김국현
서명 / 저자사항
교육학개론 / 김국현 저
판사항
2판
발행사항
파주 :   교육과학사,   2016  
형태사항
470 p. : 삽화 ; 26 cm
ISBN
9788925410241
서지주기
참고문헌(p. 445-454)과 색인수록
000 00000cam c2200205 c 4500
001 000045865492
005 20160330164125
007 ta
008 160318s2016 ggka b 001c kor
020 ▼a 9788925410241 ▼g 93370
035 ▼a (KERIS)BIB000014008260
040 ▼a 211015 ▼c 244002 ▼d 244002
082 0 4 ▼a 370 ▼2 23
085 ▼a 370 ▼2 DDCK
090 ▼a 370 ▼b 2016z1
100 1 ▼a 김국현
245 1 0 ▼a 교육학개론 / ▼d 김국현 저
246 1 1 ▼a Introduction educatoin
250 ▼a 2판
260 ▼a 파주 : ▼b 교육과학사, ▼c 2016
300 ▼a 470 p. : ▼b 삽화 ; ▼c 26 cm
504 ▼a 참고문헌(p. 445-454)과 색인수록

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 세종학술정보원/사회과학실/ 청구기호 370 2016z1 등록번호 151329353 도서상태 대출가능 반납예정일 예약 서비스 C

컨텐츠정보

책소개

<교육학개론> 개정판. 법적으로나 제도적으로 달라진 내용과 교육사회, 교육공학, 평생교육 분야 등 전반적인 내용에 대하여 수정, 보완 작업을 하였으며 전반적으로 그 체계를 정리하였다. 교육학도가 기본적으로 숙지하여야 할 필요가 있는 교육학 용어와 그 의미를 담았다.

교육의 본질, 목적, 내용, 방법, 제도, 그리고 행정 등에 관한 이론과 교육에 대한 역사적, 심리학적, 과학적 내용들을 함축하여 담고, 교육현장에서 필수적으로 다루고 있는 내용들로 교육의 이해, 교육의 역사, 교육철학, 교육심리, 교육사회, 교육과정, 교수 학습지도, 교육공학, 생활지도와 상담, 교육평가, 교육행정, 평생교육, 교직과 교사 등 모두 13개의 장으로 구성되어 있다.

교육학의 영역은 교육의 본질, 목적, 내용, 방법, 제도, 그리고 행정 등에 관한 이론과 교육에 대한 역사적, 심리학적, 과학적 내용들이 포함된다고 할 수 있다. 따라서 이 책에서는 이러한 내용을 함축하여 담고, 교육현장에서 필수적으로 다루고 있는 내용들로 교육의 이해, 교육의 역사, 교육철학, 교육심리, 교육사회, 교육과정, 교수 학습지도, 교육공학, 생활지도와 상담, 교육평가, 교육행정, 평생교육, 교직과 교사 등 모두 13개의 장으로 구성하였다.
이 책은 교육학개론서이지만 필자가 생각하기에 교육학도가 기본적으로 숙지하여야 할 필요가 있는 교육학 용어와 그 의미를 담았다. 또한 이 책에 등장하는 교육관련 학자에 대하여는 어느 시대의 인물인지 이해를 돕기 위하여 가급적 그 연대를 표기하였음을 첨언한다.
필자가 교육관련 일에 발을 들여 놓은 지 어언 45년이 흘렀다. 그동안 교육기관 또는 교육행정기관의 여러 직책을 거치면서 또는 그 직무를 수행하는 과정에서 교육활동이 전개되는 다양한 교육현장의 모습을 지켜보는 가운데 여러 경험을 토대로 해서 4년 여 전에 교육학의 기본서를 내었고, 이를 토대로 2013년에 실기교육방법론의 책도 발간한 바 있다. 이번에 교육학개론 제2판을 내면서 우선은 교육을 맡은 정부의 기관명이 교육과학기술부에서 교육부로 그 명칭이 바뀌었고, 여러 가지 법령도 개정되는 모습을 보였다. 따라서 법적으로나 제도적으로 달라진 내용과 교육사회, 교육공학, 평생교육 분야 등 전반적인 내용에 대하여 수정, 보완 작업을 하였으며 전반적으로 그 체계를 정리하였다. 이 책이 교육자의 길을 걷고자 하는 학생들과 교육학을 이해하려는 많은 학습자들과 함께 인문 교양에 대한 융합교육의 필요성을 절감하는 사람들에게 읽혀져 그들에게 도움이 되었으면 하는 바람을 가지고 있다.


정보제공 : Aladin

저자소개

김국현(지은이)

- 경북중·고등학교 졸업 - 한국방송통신대학교 행정학과 (행정학사) - 연세대학교 교육대학원 (교육학석사) - 계명대학교 대학원 (교육학박사) - 1971 문교부 교육재정과, 교육행정과, 대학행정과 등 교육부 교육개혁추진기획단, 교육개혁위원회 - 1996 교육부 평생학습정책과장, 지방교육자치과장, 감사담당관 등 - 2000 경상북도 부교육감 - 2003 교육인적자원부 교원징계재심위원회 상임위원 - 2004 한국교직원공제회 이사 - 2007 (주)서드에이지 대표이사 - 2009 대신대학교 교수(평생교육원 전담) - 2010 안산대학교 교수(대외협력원장) - 2011 동원대학교 부총장(현) 저서: 교육학개론(2012), 실기교육방법론(2013) 상훈: 근정포장(1992), 홍조근정훈장(2005)

정보제공 : Aladin

목차

제1장 교육의 이해 / 15 
제1절 교육과 교육학 ························································································16 
1. 교육의 어원적(語源的) 의미 ············································································16 
2. 사상가들의 교육 개념 정의 ·············································································17 
3. 교육의 정의방식과 대표적 정의 ·····································································19 
4. 교육학의 성립과 성격 ······················································································25 
제2절 교육의 효과와 한계 ··············································································29 
1. 교육의 효과 ······································································································29 
2. 교육의 한계 ······································································································30 
제3절 교육의 요소와 형태 ··············································································32 
1. 교육의 3요소 ····································································································32 
2. 교육의 형태 ······································································································33 
3. 교육의 유형 ······································································································35 
제4절 교육의 목적과 기능 ··············································································40 
1. 교육 목적의 개념 ·····························································································40 
2. 교육목적의 유형 ·······························································································41 
3. 우리나라의 교육목적 ························································································42 
4. 교육의 기능 ······································································································44 

제2장 교육의 역사 / 47 
제1절 서양교육사(西洋敎育史) ·········································································48 
1. 그리스의 교육 ···································································································48 
2. 로마의 교육 ······································································································51 
3. 중세의 교육 ······································································································53 
4. 문예부흥기의 인문주의 교육 ···········································································56 
5. 종교개혁기의 교육 ····························································································58 
6. 실학주의(實學主義) 교육 ··················································································60 
7. 계몽주의(啓蒙主義) 교육 ··················································································63 
8. 신인문주의 교육 ·······························································································66 
9. 현대의 교육 ······································································································71 
제2절 한국교육사(韓國敎育史) ·········································································75 
1. 삼국시대 이전의 교육 ······················································································75 
2. 삼국시대의 교육 ·······························································································77 
3. 고려(高麗)시대의 교육 ······················································································81 
4. 조선(朝鮮)시대의 교육 ······················································································84 
5. 근대적 교육 ······································································································90 
6. 식민지시기의 교육 ····························································································94 
7. 현대의 교육 ······································································································97 

제3장 교육철학 / 103 
제1절 교육철학의 의미와 기능 ·····································································104 
1. 철학과 교육철학 ·····························································································104 
2. 교육철학의 성격과 기능 ················································································106 
제2절 전통적인 철학사상 ··············································································108 
1. 관념론적(觀念論的) 교육철학 ·········································································108 
2. 실재론적(實在論的) 교육철학 ·········································································109 
3. 프래그머티즘(pragmatism) 교육철학 ····························································110 
4. 유교적(儒敎的) 교육철학 ················································································112 
제3절 20세기 전반의 교육철학 ····································································115 
1. 진보주의(進步主義) 교육철학 ·········································································115 
2. 본질주의(本質主義) 교육철학 ·········································································117 
3. 항존주의(恒存主義) 교육철학 ·········································································120 
4. 재건주의(再建主義) 교육철학 ·········································································121 
제4절 20세기 후반의 교육철학 ·····································································122 
1. 실존주의(實存主義) 교육철학 ·········································································122 
2. 분석적(分析的) 교육철학 ················································································124 
3. 인간주의 교육철학 ·························································································126 
4. 비판적 교육철학 ·····························································································128 
5. 포스트모더니즘(postmodernism) ··································································130 

제4장 교육심리 / 133 
제1절 교육심리학의 이해 ···············································································134 
1. 교육심리학의 개념과 발달 ············································································134 
2. 교육심리학의 연구영역과 연구방법 ······························································136 
제2절 학습자의 발달 ·····················································································138 
1. 발달의 개념과 원리 ·······················································································138 
2. 인간발달과 교육 ·····························································································139 
제3절 발달이론 ······························································································142 
1. 프로이드의 성격발달이론 ··············································································142 
2. 에릭슨의 심리사회적 발달이론 ·····································································145 
3. 피아제의 인지발달이론 ··················································································147 
4. 비고스키의 인지발달 이론 ············································································149 
5. 콜버그의 도덕성 발달이론 ············································································151 
제4절 학습이론 ······························································································153 
1. 행동주의 학습이론 ·························································································153 
2. 인지학습(認知學習) 이론 ················································································156 
3. 사회학습이론 ··································································································159 
4. 인본주의 학습이론 ·························································································160 
5. 구성주의 학습이론 ·························································································161 
제5절 학습자의 주요 특성 ·············································································162 
1. 인지적 영역의 특성 ·······················································································162 
2. 정의적 영역의 특성 ·······················································································168 
제6절 학습자의 조건 ······················································································174 
1. 개인차(individual difference) ········································································174 
2. 기억과 망각 ····································································································175 
3. 연습과 연습곡선 ·····························································································178 
4. 학습의 전이(轉移) ···························································································180 

제5장 교육사회학 / 183 
제1절 교육사회학의 이해 ··············································································184 
1. 교육사회학의 성립과 발달 ············································································184 
2. 교육사회학의 이론 ·························································································186 
제2절 문화와 교육 ·························································································193 
1. 문화에 대한 이해 ···························································································193 
2. 문화변화와 교육 ·····························································································195 
3. 문화기대(文化期待)와 교육 ············································································199 
제3절 사회화와 교육 ····················································································200 
1. 사회화(社會化) ································································································200 
2. 교육의 사회적기능 ·························································································203 
3. 사회집단 ········································································································204 
제4절 사회계층과 교육 ·················································································209 
1. 사회계층의 개념 ·····························································································209 
2. 사회계층과 학업성취도 ··················································································210 
3. 사회계층의 이동과 교육 ················································································211 
제5절 사회변동과 교육 ··················································································212 
1. 사회변동(social change)의 개념과 변동요인 ·············································212 
2. 사회변동과 교육 ·····························································································213 
3. 지역사회학교 ··································································································214 

제6장 교육과정 / 217 
제1절 교육과정의 의의 ··················································································218 
1. 교육과정의 개념과 성격 ················································································218 
2. 교육과정의 발전과정 ······················································································219 
제2절 교육과정의 유형 ··················································································221 
1. 교과중심 교육과정(subject-centered curriculum) ·····································221 
2. 경험중심 교육과정(experience-centered curriculum) ······························222 
3. 학문중심 교육과정(discipline centered curriculum) ··································224 
4. 인간중심(人間中心) 교육과정(humanistic curriculum) ································226 
5. 교육과정의 다양한 모습 ················································································227 
제3절 교육과정의 구성 요소 및 절차 ···························································231 
1. 교육목표의 설정 ·····························································································232 
2. 학습내용과 학습경험의 선정 조직 ·····························································233 
제4절 우리나라 교육과정의 변천 ··································································237 
1. 교육과정 변천사 ·····························································································238 
2. 2009년 개정 교육과정(2009. 12. 17 고시, 2012년부터 적용) ··············239 

제7장 교수-학습지도 / 243 
제1절 수업과 교수, 학습 ··············································································244 
1. 수업과 교수, 교수-학습 ················································································244 
2. 교수-학습지도의 원리 ···················································································246 
제2절 교수-학습지도의 형태 ········································································248 
1. 강의법(lecture method) ·················································································248 
2. 문답법(questions and answers method) ···················································249 
3. 토의법(discussion method) ··········································································251 
4. 문제해결학습(problem solving learning) ····················································254 
5. 구안법(構案法, Project method) ···································································255 
6. 버즈학습(buzz learning) ················································································257 
7. 협동교수(team teaching) ··············································································258 
8. 모의학습(simulation) ·······················································································259 
제3절 교수이론 ·····························································································260 
1. 글레이저와 드 세코의 교수설계 모형 ··························································260 
2. 한국교육개발원(KEDI)의 수업모형 ································································262 
3. 스키너의 프로그램 학습 ················································································264 
4. 가네의 목표별 수업이론 ················································································265 
5. 브루너의 발견식 교수이론 ············································································267 
6. 오수벨의 유의미 언어학습 ············································································269 
7. 케롤의 학교학습모형 ······················································································271 
8. 블룸의 완전학습모형 ······················································································273 

제8장 교육공학 / 277 
제1절 교육공학의 이해 ··················································································278 
1. 교육공학의 개념과 발달과정 ·········································································278 
2. 교육공학의 영역 ·····························································································280 
제2절 교수매체(敎授媒體) ··············································································283 
1. 교수매체의 개념과 기능 ················································································283 
2. 교수매체의 유형 ·····························································································285 
3. 교수매체의 선정과 활용 ················································································288 
제3절 컴퓨터와 교육 ···················································································293 
1. 컴퓨터의 개념 및 기능 ··················································································293 
2. 멀티미디어와 교육 ·························································································298 
3. 인터넷과 교육 ·································································································300 
4. ICT 활용교육 ··································································································304 
5. 원격교육 ········································································································307 

제9장 생활지도와 상담 / 311 
제1절 생활지도의 이해 ··················································································312 
1. 생활지도의 개념과 목표 ················································································312 
2. 생활지도의 원리와 영역 ················································································313 
3. 생활지도의 활동 ·····························································································316 
제2절 상담의 이해 ·························································································317 
1. 상담의 개념과 목표 ·······················································································317 
2. 상담의 원리 ····································································································319 
제3절 상담 이론 ····························································································322 
1. 인지적 영역의 상담이론 ················································································322 
2. 정의적 영역의 상담 ·······················································································326 
3. 행동적 영역의 상담 ·······················································································330 

제10장 교육평가 / 337 
제1절 교육평가의 이해 ·················································································338 
1. 교육평가의 개념 ·····························································································338 
2. 교육평가의 기능과 대상 ················································································339 
제2절 교육평가의 유형 ·················································································340 
1. 교수-학습과정에 따른 분류 ··········································································340 
2. 평가기준에 따른 분류 ····················································································342 
3. 수행평가(遂行評價) ·························································································344 
제3절 교육평가의 실제 ·················································································346 
1. 문항제작 ········································································································346 
2. 문항의 유형 ····································································································348 
3. 표준화 검사(標準化檢査) ················································································354 
4. 정의적 평가 ····································································································356 
5. 평가도구의 기준 ·····························································································361 

제11장 교육행정 / 365 
제1절 교육행정의 이해 ·················································································366 
1. 교육행정의 개념과 성격 ················································································366 
2. 교육행정의 원리 ·····························································································369 
제2절 교육행정의 이론 ··················································································371 
1. 고전이론 ········································································································372 
2. 인간관계론 ·····································································································375 
3. 행동과학론 ·····································································································377 
4. 체제론 ···········································································································379 
제3절 우리나라의 교육행정조직 ····································································383 
1. 중앙교육행정조직 ···························································································383 
2. 지방교육행정조직 ···························································································386 
제4절 단위학교의 조직 운영 ·······································································391 
1. 학교경영 ········································································································391 
2. 단위학교의 운영 ·····························································································395 

제12장 평생교육 / 399 
제1절 평생교육의 이해 ················································································400 
1. 평생교육의 개념과 유사개념 ·········································································400 
2. 평생교육의 역사적 전개 및 등장배경 ··························································402 
3. 평생교육의 영역 및 방법 ··············································································408 
제2절 우리나라의 평생교육 ···········································································412 
1. 평생교육의 분야 ·····························································································412 
2. 우리나라의 평생교육제도 ··············································································416 

제13장 교직과 교사 / 423 
제1절 교직과 교직관 ·····················································································424 
1. 교직의 역사 ····································································································424 
2. 교직의 특수성과 전문성 ················································································425 
3. 교직관 ···········································································································426 
제2절 교사의 역할과 자질 ············································································429 
1. 교사의 역할 ····································································································429 
2. 교사의 자질 ····································································································432 
3. 교사의 능력 개발 ···························································································434 
제3절 교원의 권리와 의무 ···········································································440 
1. 교권의 개념과 유형 ·······················································································440 
2. 교원의 의무 ····································································································442 

참고문헌 ·············································································································445 
찾아보기 ············································································································455

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