학교현장 중심의 핵심 교육 실습 > 교육학

교육실습은 교육양성기관(사범대학/교육대학원)에서 교직과정을 이수한 학생들이 앞으로 교사가 되기 위해서 대학에서 배운 교직이론과 전공지식을 심화시키고, 학교조직의 상황과 학생에 대한 이해를 증진시키는 과정이라 할 수 있다. 그러나 중등학교에서 4주간의 교육실습 기간과 교육실습과정의 내용을 생각해보면 교육실습의 효과성을 크게 기대하기 어려운 실정이다.
본서는 다음과 같은 특징을 가지고 있다.
① 교육실습에 대한 이론적 기초에 필자들의 경험을 더하여 학교 현장에서 필요한 핵심적인 내용들만 제시하였다.
② 실제적인 교육실습 교재가 되기 위해 4주 동안 교육실습생들에게 반드시 필요한 교육실습 내용과 자세만 엄선하여 일목요연하게 제시하였다.
③ 학교현장의 교원들과 교육실습생들의 요구를 최대한 반영하여 교직실무의 내용에 포함되는 내용이지만 교생들이 4주 동안에 거의 접하지 않는 내용들은 제시하지 않았다.
④ 학습지도안 작성, 실습일지, 생활기록부 작성 요령 등을 실제로 연습할 수 있도록 제시하였다.
⑤ 각 소단원 말미에 ‘TIP’란을 두어 교생이 어떤 마음가짐으로 교육실습에 임해야 하는지를 제시하였다.
⑥ 각 장의 말미에 ‘점검사항’란을 마련하여 중요사항을 숙지하고 실행하도록 하였다.
⑦ 부록 1ㆍ2는 교육실습에 필요한 자료와 유익한 내용들을 수록하였다.

목차

제1장 교육실습의 기본 ······················································································································9
1. 교육실습의 개념 및 목적 ································································································10
2. 교육실습의 목표 ·············································································································12
3. 교육실습의 준비과정 ······································································································13
4. 교육실습생의 유의사항 ··································································································16
■ 점검사항 ··························································································································21
제2장 교육실습의 실행 ···················································································································23
1. 관찰실습의 단계 ·············································································································24
2. 참가실습의 단계 ·············································································································26
3. 실습의 단계 ····················································································································28
■ 점검사항 ··························································································································31
제3장 학습지도안과 실습일지 ··········································································································33
1. 학습지도안 ·····················································································································34
1) 학습지도안 작성 시 고려할 사항 ···············································································34
2) 학습지도안의 구성요소 ·····························································································34
3) 교수ㆍ학습지도안 예시 ·····························································································36
4) 학습지도 ····················································································································38
2. 실습일지 ·························································································································39
■ 점검사항 ··························································································································43
제4장 효과적인 수업의 기술 ············································································································45
1. 효과적인 수업진행의 기술 ······························································································46
2. 의사소통 기법 ·················································································································49
3. 수업의 전개 요령 ············································································································51
■ 점검사항 ··························································································································54
제5장 학생생활지도 ························································································································55
1. 학생 문제 행동의 원인 ···································································································56
2. 일반적인 학생생활 지도의 내용 ·····················································································58
3. 학생 문제 행동의 지도방식 ····························································································59
■ 점검사항 ··························································································································63
제6장 학급경영 ······························································································································65
1. 학급경영의 개념 ·············································································································66
2. 학급경영의 영역 ·············································································································66
3. 학급경영 전략 ·················································································································67
4. 담임교사의 사무처리 ······································································································69
5. 생활기록부 작성 예시 ·····································································································71
■ 점검사항 ··························································································································77
제7장 교육실습의 평가 ···················································································································79
1. 일반적인 평가기준 ·········································································································80
2. 자기평가 기준 ·················································································································81
■ 점검사항 ··························································································································83
제8장 교육실습의 총평 ·····················································································································85
교육실습의 총평 ················································································································86
부록 1 ·············································································································································87
부록 2 ···········································································································································114
참고문헌 ······································································································································120
찾아보기 ······································································································································122

저자소개

최 창 섭(崔昌燮)
고려대학교 대학원에서 교육학 석사 및 박사를 취득했으며, 한국교육개발원에서 연구원으로 근무하다가 1988년에 강릉원주대학교 교수로 부임하여 교육대학원장, 인문대학장, 학생생활연구소장을 역임하였고, 재직 중 미국 뉴욕주립대학교와 뉴질랜드 매시대학교에 교환교수 및 객원교수로 근무하였다.
학력 고려대학교 대학원 문학 석사(교육행정 전공) 고려대학교 대학원 교육학 박사(교육행정 전공)
현재 강릉원주대학교 인문대학 교직과정부 교수
저서 『교육학개론』(공저) 『유아교육개론』(역서)
『교육행정론』(공저) 『부모의 교육권』(역서)
『학생의 권리』(역서) 『교사의 교육권』(역서)
『학교현장 중심의 핵심 교육실습』(공저)
논문 ｢우리나라 교육판례연구｣ 외 다수

김 재 덕(金載德)
22년 동안 고등학교에서 학생들을 가르쳤고, 호주 맥쿼리대학교 대학원에서 교육학 석사 학위와 고려대학교 대학원에서 교육학 박사를 취득했으며, 여러 해 동안 고려대학교와 강릉원주대학교(대학원)에서 교육실습, 교직실무, 교육행정 및 교육경영 등을 강의해오고 있다.
학력 호주 맥쿼리대학교 대학원 교육학 석사(교육행정 전공) 고려대학교 대학원 교육학 박사(교육행정 전공)
현재 고려대학교 교육문제연구소 연구교수
저서 『미국 교육법』(공역) 『학교장의 도덕적 지도성 연구』
『교육행정 및 교육경영』(공저) 『교직실무』(공저)
『교육행정학』(공저) 『예비교사를 위한 최신 교직실무』
『지도성 관점에서 본 예수의 리더십』 『학교현장 중심의 핵심 교육실습』(공저)
논문 ｢도덕적 지도성의 연구동향｣ 외 다수

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