인성교육의 이론과 실제 > 교육학

본 저서는 1부 인성교육의 기초, 2부 인성교육의 주요 관점, 3부 인성교육 발달이론 및 단계, 4부 인성교육의 수업 방법, 5부 인성교육 평가 유형 및 방법, 6부 인성교육의 효과 및 동향, 7부 뇌과학과 인성교육의 관계로 구분하였다. 1부 인성교육의 기초에서는 인성교육 실태 및 필요성, 인성교육의 개념 및 요소 등으로 구성되었고, 2부 인성교육의 주요 관점에서는 전통주의 관점, 아동발달 관점, 배려공동체 관점, 구성주의 관점, 절충적 관점, 배려윤리적 관점, 사회정서학습 관점 등으로 구성되었다. 또한, 3부 인성교육 발달이론 및 단계에서는 인성교육 발달이론, 인성발달 단계와 청소년기의 인성 등으로 구성되었고, 4부 인성교육의 수업 방법에서는 인성교육의 일반적인 수업 방법, 인성교육의 교과별 수업 방법 및 모형 등으로 구성되었으며, 5부 인성교육 평가 유형 및 방법에서는 인성교육 평가 유형, 인성교육 평가방법 등으로 구성되었다. 이 외에도 6부 인성교육의 효과 및 동향에서는 인성교육의 효과 및 문제점, 인성교육의 최근 동향으로 구성되었고, 7부 뇌과학과 인성교육의 관계에서는 뇌교육 기반 인성교육 방향, 뇌교육 기반 인성교육 프로그램, 뇌교육 기반 인성교육 교육과정 등으로 구성되었다.
본 저서는 교직 과목이나 교양 과목 중에서 ‘인성교육’과 관련하여 수강하는 교육대학 및 사범대학 학생뿐만 아니라, 교육 현장에서 실천하는 교사들에게도 많은 도움을 줄 것이다.

목차

머리말 / 3

제1부 인성교육의 기초
제1장 인성교육의 실태 및 필요성·········································································· 13
1. 인성교육의 현황 및 실태········································································ 13
2. 인성교육의 필요성····················································································· 38

제2장 인성교육의 개념 및 요소·············································································· 45
1. 인성교육의 개념························································································· 45
2. 인성교육의 구성요소················································································· 51

제3장 인성교육 원리 및 유형·················································································· 67
1. 인성교육의 원리························································································· 67
2. 인성교육의 유형························································································· 72
∙참고문헌··········································································································· 87


제2부 인성교육의 주요 관점
제1장 전통주의적 관점································································································ 91
1. 특징················································································································· 91
2. 장점················································································································· 92
3. 단점················································································································· 92

제2장 아동 발달적 관점····························································································· 95
1. 특징················································································································· 95
2. 장점················································································································· 97
3. 단점················································································································· 97

제3장 배려 공동체적 관점························································································· 99
1. 특징················································································································· 99
2. 장점··············································································································· 101
3. 단점··············································································································· 102

제4장 구성주의적 관점····························································································· 103
1. 특징··············································································································· 103
2. 장점··············································································································· 104
3. 단점··············································································································· 105

제5장 절충적 관점····································································································· 107
1. 특징··············································································································· 107
2. 장점··············································································································· 111
3. 단점··············································································································· 111

제6장 배려윤리적 관점····························································································· 113
1. 특징··············································································································· 113
2. 장점··············································································································· 115
3. 단점··············································································································· 116

제7장 사회정서학습 관점························································································· 117
1. 특징··············································································································· 117
2. 장점··············································································································· 118
3. 단점··············································································································· 118
∙참고문헌········································································································· 124


제3부 인성교육 발달이론 및 단계
제1장 인성교육 발달 이론······················································································· 141
1. 정서지능 이론··························································································· 141
2. Piaget의 도덕성 발달이론····································································· 145
3. Vygotsky의 인지발달이론······································································ 148
4. Freud의 성격발달이론············································································ 149
5. Erikson의 사회심리발달이론································································· 150
6. Kohlberg의 도덕성발달이론·································································· 152
7. Lickona의 도덕성발달이론···································································· 153
8. Maslow의 욕구위계 이론······································································· 154

제2장 인성발달단계와 청소년기의 인성····························································· 159
1. 인성 발달 단계························································································· 159
2. 청소년기 인성발달의 특징···································································· 162
∙참고문헌········································································································· 166


제4부 인성교육의 수업 방법
제1장 인성교육의 일반적인 수업 방법································································ 177
1. 토의ㆍ토론학습························································································· 177
2. 프로젝트 학습··························································································· 182
3. 협력적 문제해결학습··············································································· 189
4. 하브루타······································································································ 194
5. 액션러닝······································································································ 201
6. Jigsaw 모형································································································ 214

제2장 인성교육의 교과별 수업방법 및 모형···················································· 221
1. 교과별 수업 방법····················································································· 221
2. 수업 모형···································································································· 225
∙참고문헌········································································································· 241


제5부 인성교육 평가 유형 및 방법
제1장 인성교육 평가 유형······················································································· 249
1. 교육평가의 개념······················································································· 249
2. 인성교육의 평가 유형············································································· 250

제2장 인성교육 평가 방법······················································································ 255
1. 인성교육 평가 방향················································································· 255
2. 인성교육의 평가 도구············································································· 257
∙참고문헌········································································································· 264


제6부 인성교육의 효과 및 동향
제1장 인성교육의 효과 및 문제점········································································ 269
1. 인성교육의 효과······················································································· 269
2. 인성교육의 문제점··················································································· 272

제2장 인성교육의 최근 동향·················································································· 275
1. 인성교육 최근 동향의 특징·································································· 275
2. 인성교육의 최근 접근 모형·································································· 280
∙참고문헌········································································································· 286


제7부 뇌과학과 인성교육의 관계
제1장 뇌교육 기반 인성교육 방향········································································ 291
1. 인성교육에 대한 뇌과학적 고찰························································· 291
2. 뇌교육 기반 인성교육의 방향······························································ 295

제2장 뇌교육 기반 인성교육 프로그램······························································· 305
1. 뇌교육 기반 인성계발 통합프로그램의 개발·································· 305
2. 뇌교육 기반 인성계발 통합프로그램 적용······································ 312

제3장 뇌교육 기반 인성교육 교육과정······························································· 315
1. 벤자민인성영재학교의 특징·································································· 315
2. 뇌교육 기반 인성교육 교육과정 개발··············································· 317
3. 뇌교육 기반 인성교육 교육과정 적용··············································· 319
∙참고문헌········································································································· 324

찾아보기························································································································· 330

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