[제2판] 교육학개론 > 교육학

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.

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

저자소개

김국현(金國顯)
- 경북중 ․ 고등학교 졸업
- 한국방송통신대학교 행정학과 (행정학사)
- 연세대학교 교육대학원 (교육학석사)
- 계명대학교 대학원 (교육학박사)
- 교육부 교육개혁추진기획단, 교육개혁위원회 과장, 평생학습정책과장, 지방교육자치과장, 감사담당관 등
- 경상북도 부교육감
- 교육인적자원부 교원징계재심위원회 상임위원
- 한국교직원공제회 이사
- 서울대학교 경영대학 MBA과정 자문위원
- (주)서드에이지 대표이사
- 대신대학교 교수(평생교육원 전담)
- 안산대학교 교수(대외협력원장)
- 동원대학교 부총장(현)
* 상훈: 근정포장(1992), 홍조근정훈장(2005)

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