[제2판] 새롭게 보는 인간발달과 교육 > 교육학

이 책은 총13장으로 구성되어 있다. 제1장에서는 발달의 기본적인 개념에 대한 이해를 다루고 있고, 제2장에서는 발달에 관한 다양한 연구방법을 다루고 있다. 제3장부터 제13장까지는 인지, 언어, 심리성적, 심리사회적, 정의적, 개인차, 학습, 기억과 망각, 학습이론, 성격, 정신건강 등의 영역을 교육과 관련지어 다루고 있다. 인간발달에 관한 연구가 지속적으로 이루어지고 있기 때문에 이번개정판은 빠진 부분이나 새로운 부분을 채워서 발전된 모습을 보이고자 노력했으나 인간발달에 관한 관심이 주로 가르치는 분야에서 다루기 때문에 여기에 치우쳐져 있을 수 있다.
하지만 인간발달을 중심으로 한 인간이해는 학교교육에서만 강조되어야 하는 것이 아니라 자식을 키우는 부모가 미리 알고 있으면 자녀교육에도 유용할 수 있으며, 한 번밖에 살지 못하는 인간이 보다 적은 시행착오와 현명한 판단을 하기 위해 자기 자신을 이해하는 데도 도움이 될 것이다.

목차

머리말 ∙ 3

제1장 발달의 이해 ·················································································11
제1절 발달의 개념과 원리 ··············································································13
1. 발달의 개념 13 / 2. 발달원리 15
제2절 발달단계와 발달과업 ············································································20
1. 발달단계 20 / 2. 발달과업 23
3. Havighurst의 발달과업과 교육 및 상담에 대한 함의 26
4. 발달에 영향을 미치는 요인 27

제2장 발달심리 연구방법 ······································································31
제1절 발달심리 연구목적 ···············································································33
제2절 발달심리 연구방법 ···············································································34
1. 관찰법 35 / 2. 실험법 37 / 3. 질문지법 39
4. 면접법 42 / 5. 검사법 43 / 6. 사회측정법 48
7. 투사법 49 / 8. 사례연구법 61 / 9. 발달연구법 62
10. 자서전법 63
제3절 연구방법 사용시 지켜야 할 윤리규정 ··················································64

제3장 인지발달과 교육 ··········································································67
제1절 인지발달에 대한 이해 ··········································································69
1. 이론적 배경 69 / 2. 기본개념 70
제2절 인지발달의 단계 ···················································································72
1. 인지발달의 단계 72 / 2. Piaget 이론의 평가 84
제3절 Piaget 이론의 교육 및 상담에 대한 함의 85

제4장 언어발달과 교육 ··········································································89
제1절 언어에 대한 이해 ·················································································91
1. 언어의 개념과 기능 91
2. 언어의 특성 93
3. 유아 언어의 특징 95
제2절 언어발달 이론 ······················································································99
1. 환경론 99 / 2. 생득론 102
3. 상호작용론 105
제3절 언어발달의 단계 ················································································107
1. 언어 전기 107 / 2. 언어획득기 110
3. 언어 후기 113
제4절 언어발달에 영향을 미치는 요인 ························································114
1. 개인적 특성 114 / 2. 환경적 특성 116

제5장 심리성적 발달과 교육 ·······························································121
제1절 성격구조의 이해 ················································································123
1. 성격의 기본가정 123
2. 성격의 구조 125
제2절 심리성적 발달단계 ·············································································126
1. 구강기(oral stage) 126 / 2. 항문기(anal stage) 127
3. 남근기(phallic stage) 128 / 4. 잠복기(latent stage) 129
5. 성기기 혹은 생식기(genital stage) 130
제3절 적응기제 ·····························································································130
제4절 Freud 이론의 교육 및 상담에 대한 함의 ··········································137

제6장 심리사회적 발달과 교육 ···························································139
제1절 심리사회적 위기 ················································································141
제2절 심리사회적 발달단계 ·········································································142
1. 1단계: 신뢰감 대 불신감 142
2. 2단계: 자율성 대 수치심 143
3. 3단계: 주도성 대 죄책감 144
4. 4단계: 근면성 대 열등감 145
5. 5단계: 자아정체감 대 역할혼미 146
6. 6단계: 친밀감 대 고립감 147
7. 7단계: 생산성 대 침체감 147
8. 8단계: 자아통합감 대 절망감 148
제3절 기본적 덕목 ························································································149
제4절 Erikson 이론의 교육 및 상담에 대한 함의 ········································150

제7장 정의적 발달과 교육 ··································································153
제1절 도덕성 발달 ························································································155
1. Piaget의 도덕성 발달단계 156
2. Kohlberg의 도덕성 발달단계 157
제2절 정서발달과 정서지능 ·········································································163
1. 정서의 개념 163 / 2. 정서의 발달 165
3. 정서발달에 영향을 미치는 요인 167
4. 정서지능의 개념 169 / 5. 정서지능의 구성요소 171
6. 정서지능과 교육 174
제3절 사회성 발달 ························································································175
1. 사회성의 개념 175 / 2. 사회성의 발달 176
3. Bronfenbrenner의 생태학적 이론 179
4. 사회성 발달양식 181

제8장 학습자의 개인차와 교육 ···························································185
제1절 지능발달 ·····························································································187
1. 지능의 정의 187 / 2. 지능의 구조 189
3. 지능검사 194 / 4. 지능의 발달 197
5. 지능검사 결과의 해석시 유의점 204
제2절 창의성 발달 ························································································205
1. 창의성의 개념 205 / 2. 창의성에 관련된 변인 207
3. 창의성의 특성 209 / 4. 창의성의 훈련 212
5. 창의성 검사 216 / 6. 창의성과 교육 219

제9장 학습과 교육 ···············································································221
제1절 학습의 개념 및 원리 ··········································································223
1. 학습의 개념 223 / 2. 학습의 원리 225
3. 학습의 요인 226 / 4. 학습의 유형 228
제2절 학습과정과 전이 ················································································230
1. 학습의 과정 230 / 2. 학습곡선 233
3. 학습의 전이 235 / 4. 연습 239

제10장 기억·망각과 교육 ··································································243
제1절 기억에 대한 이해 ···············································································245
1. 기억의 개념 245
2. 기억과정 및 유형 246
제2절 망각에 대한 이해 ···············································································251
1. 망각 251
2. 망각의 방지 255

제11장 학습이론과 교육 ······································································257
제1절 자극-반응 결합이론 ··········································································259
1. 시행착오설 259
2. 조건반응설 262
3. 조작적 조건화설 266
4. 고전적 조건화 이론과 조작적 조건화 이론의 비교 271
5. 그 밖의 자극-반응이론 272
제2절 인지이론 ·····························································································273
1. 통찰설 275
2. 장(場)설(field theory) 276
3. 기호형태설(sign-gestalt theory) 277

제12장 성격과 교육 ·············································································281
제1절 성격에 대한 이해 ···············································································283
1. 성격의 개념 283
2. 성격형성의 요인 286
제2절 성격이론 ·····························································································288
1. 기술적 성격이론 288
2. 발달적 성격이론 293
제3절 건강한 성격 ························································································297
1. 성장심리학자들의 인간관 297
2. 건강한 성격을 가진 사람들의 특성 298
3. 건강한 성격을 가진 사람들에 대한 성장심리학자들의 공통된 견해 304

제13장 정신건강과 교육 ······································································305
제1절 적응과 부적응 ····················································································307
1. 적응과 부적응의 개념 307
2. 기본적 욕구 308
3. 부적응 행동과 욕구불만 309
제2절 스트레스와 적응 ················································································311
1. 스트레스와 건전한 생활 311
2. 스트레스의 의미 314
3. 스트레스의 원인 315
4. 외상후 스트레스 장애 320

참고문헌 327
찾아보기 336

저자소개

■ 이 현 림
미국 펜실바니아주립대학교 대학원 Counselor Education 전공(박사)
미국 라이더대학교 대학원 Guidance & Counseling 전공(석사)
영남대학교 교육학과 명예교수(2009. 3. 현재)
한국교정상담심리학회장(2016. 1. 현재)
한국진로코칭연구원장(2008. 6. 현재)
영남대학교 사범대학 교육학과 교수(1972. 5. 2009. 2.)
(사)한국상담학회 제3대 회장
(사)한국상담학회 초대 대표이사
(사)한국상담학회 진로상담학회 초대회장
(사)한국상담학회 교정상담학회 초대회장
한국교육학회 대구경북지회장(2001. 3 2002. 2)
수련감독전문상담사 :
(사)한국상담학회(진로상담, 아동청소년상담, 교정상담)
한국좋은인간관계학회(인간관계상담)
한국교류분석학회(교류분석상담)
대한기독교상담학회(기독교상담)
<저서> 집단상담이론과 실제(양서원, 2015), 청소년비행과 상담(2015, 교육과학사)
새롭게 보는 진로상담(2013, 교육과학사), 상담이론과 실제(2008, 양서원)
진로상담(2007, 양서원), 성인학습 및 상담(2006, 학지사) 외 36권
<논문> Comprehensive career development program models for assessing the career maturity of Korean high school students(미국 펜실베니아주립대학교, 1988) 외 127편

■ 김 영 숙
영남대학교 교육학과 교육심리학 전공(교육학 박사)
현재 구미대학교 유아교육과 교수
<저서> 상담의 이해, 새교육심리학, 새교육학개론, 새롭게 보는 교육심리학, 허수아비 사랑
<논문> 전래놀이동요 프로그램이 유아의 정서지능과 사회적 능력에 미치는 영향
노인을 위한 집단여가상담 프로그램이 여가활동 참여도와 생활 만족도에 미치는 영향
집단음악치료 프로그램이 청소년의 스트레스와 분노 감소에 미치는 효과
일상생활의 대화에서 나타난 한국 아동의 인과적 설명: 물리, 생물, 심리지식을 중심으로 외 다수

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