의사소통능력 서설 > 교육학

현장밀착형 교육을 올바르게 실현하기 위해서 유의해야 할 3가지 당면 문제는 다음과 같다.
첫째, 이론과 동떨어진 실무교육은 모래 위에 세운 건물과 같이, 쉽게 무너질 것이다. 전이(轉移, transfer)가 잘되는 핵심 원리로 구성된 이론과 연계된 실무교육을 통해, 학습자가 지적안목을 습득할 수 있어야 한다. 둘째, 직무능력에 관한 교육은 근본적인 기본기술(basic skills)을 중심으로, 대학 특성에 따른 자율성을 가지고, 산업체 종류와 수준별로 다양하게 학습자의 개별적인 독특성(idiosyncratic aptitude)을 신장해야 한다. 전국적으로 획일화된 교육은 오히려 학습자들의 현장적응 능력과 융통성을 황폐화시킬 것이다. 셋째, 직무훈련 교육에서 고기를 잡는 방법보다, 이제는 그 이상으로 고기와 함께 상생하며 지속가능한 발전을 이룩하도록 해야 한다. 즉 학습자는 방법적 기능과 기예 이상의 교육적 안목과 지혜를 습득할 수 있어야 한다.
주체적이고 창의적이며 융통성 있는 의사소통교육을 위해, 이 책 각 장의 1절은 의사소통 분야의 이론과 논리의 구조, 2절은 실제 운영 방법의 쟁점, 3절은 실무중심의 소통역량을 개발하기 위한 사례가 제시되었다. 주요 내용으로 1부는 의사소통 구조와 사회적 상호작용 및 창의성의 경청, 2부는 행동수정과 학습조건 및 자아실현의 언어표현, 3부는 정보처리와 사고역량 및 문서의 이해와 작성, 그리고 4부는 인지발달과 관찰학습 및 기초 외국어의 실제를 살펴보았다. 그 외에 각 장에 제기된 의사소통 방식으로는 벌의 교육적 원리, 주장성 훈련과 역할놀이, 문서이해의 실제, 마스터리의 법칙, 스티커 메시지 작성법, 창의적 은유 의사표현, 연극 분석론, 그리고 문서작성의 실제 등이 제시되었다.
본 저서는 기존의 수직적이며 획일적인 의사소통 방식이 아닌, 열린 사고방식과 창의적인 통찰, 그리고 고등지식 수준의 의사소통 역량을 개발하기 위한 것이다. 이론을 근거로 한 실무교육, 융복합 역량을 갖추도록 하는 자기주도적인 직무교육, 그리고 단순 실기기능 이상의 교육적 안목과 통섭적 역량을 갖게 하는 직업교육이 이루어져야 한다.

목차

제1부 의사소통 구조와 사회적 상호작용 및 창의성의 경청
제1장 의사소통의 구조와 상황 및 경청 ··································································13
제1절 의사소통의 구조와 소통유형 ···································································14
1. 의사소통의 의미와 기능 및 유형 ·························································14
2. 의사소통의 모형과 특징 ········································································19
제2절 커뮤니케이터의 모형과 소통전략 ····························································24
1. 커뮤니케이터의 모형과 소통상황 ·························································24
2. 커뮤니케이터의 특성 ··············································································28
제3절 직업 기초역량과 소통을 위한 경청의 실제 ···········································31
1. 잘사는 삶과 직업 기초 역량 ································································31
2. 경청역량 강화를 위한 독서경영의 실제 ·············································35
제2장 사회적 상호작용의 민주적 절차와 경청 ·······················································39
제1절 사회적 상호작용 소통모형의 탐구원리 ···················································40
1. 집단조사 소통모형: 민주적 절차와 협상 ············································40
2. 법리적 탐구활동 소통모형: 가치의 정당화 ········································45
제2절 사회적 상호작용 민주적 절차의 탐구방법 ·············································50
1. 사회적 상호작용의 탐구원리와 모형의 특징 ······································50
2. 사회적 상호작용의 탐구방법: 탐구절차와 탐구내용 ·························54
제3절 사회적 상호작용의 민주적 절차와 경청의 실제 ····································56
1. 사회적 상호작용 민주적 절차의 소통모형과 경청역량 측정 ···········56
2. 지도성의 경청과 세종의 경청지도성 실제 ··········································58
제3장 창의성의 문제해결과 경청 ·············································································65
제1절 창의적 사고의 문제해결력 탐구원리 ······················································66
1. 인본주의 심리학과 창의성 개발전략 ···················································66
2. 인간의 지력구조와 창의성 영향요인 ···················································69
제2절 창의적 문제해결의 탐구절차 ···································································76
1. 창조적과정과 문제해결의 탐구절차 ·····················································76
2. 창의성교육과 고든의 창의적 은유 의사표현과 경청 ·························81
제3절 창의적 문제해결 소통모형과 경청의 실제 ·············································85
1. 창의적 문제해결 소통모형과 자립지수 측정 ······································85
2. 세계 석학 미래학자 3인의 메가트렌드와 경청역량 ··························89
 

제2부 행동수정과 자아실현 및 학습조건의 언어표현
제4장 행동수정의 강화전략과 언어표현 ··································································95
제1절 행동수정 강화전략의 탐구원리 ·······························································96
1. 행동수정 강화전략의 소통이론과 원리 ···············································96
2. 행동수정 강화전략의 영향요인 ··························································101
제2절 행동수정 강화전략의 탐구절차 ·····························································104
1. 언어적 행동수정의 소통원리와 강화전략 ·········································104
2. 행동수정 벌의 교육적 원리와 소통 대안 ·········································110
제3절 행동수정 강화전략의 소통모형과 언어표현의 실제 ·····························115
1. 행동수정 강화전략의 소통모형과 대화표현지수 측정 ·····················115
2. 언어폭력에 대처하는 언어표현의 실제 ·············································119
제5장 자기주도학습 자아실현과 언어표현 ·····························································123
제1절 자기주도학습 자아실현의 탐구원리 ······················································124
1. 자기주도학습 인본주의 소통이론과 원리 ·········································124
2. 인본주의 교육목적과 교육활동 ··························································127
제2절 자기주도학습 자아실현과 인본주의 탐구절차 ······································131
1. 자기주도학습 자아실현의 소통절차 ···················································131
2. 고프만의 연극분석론과 자아개념: 자아의 의사표현 ·······················135
제3절 자기주도학습 자아실현 소통모형과 언어표현의 실제 ··························138
1. 자기주도학습 자아실현의 소통모형과 자아상 측정 ························138
2. 개인의 나와 너 메시지 언어표현 실제 ·············································142
제6장 학습조건의 학습위계와 언어표현 ································································147
제1절 학습조건 학습위계의 탐구원리 ·····························································148
1. 학습조건 학습위계의 교육목적과 교육내용 ······································148
2. 학습조건의 학습활동과 내면화 ··························································152
제2절 학습조건 학습위계의 탐구절차 ·····························································155
1. 학습형태와 학습조건의 탐구절차 ·······················································155
2. 울프의 주장성 훈련: 언어표현 능력 ·················································160
제3절 학습조건 학습위계 소통모형과 언어표현의 실제 ·································166
1. 학습조건 학습위계의 소통모형과 프레젠테이션 역량 측정 ···········166
2. 대화를 촉진하는 언어표현 질문방법의 실제 ····································169
 

제3부 정보처리와 사고역량 및 문서의 이해와 작성
제7장 정보처리 발견학습의 지식구조와 문서이해 ················································175
제1절 정보처리 인지주의 심리학의 탐구원리 ·················································176
1. 정보처리 의사소통의 탐구내용 ··························································176
2. 정보처리 인지주의 소통이론의 특징 비교 ·······································180
제2절 발견학습 지식구조의 탐구절차 ·····························································182
1. 발견학습의 개념획득과 지식구조의 탐구요소 ··································182
2. 발견학습 지식구조의 탐구방법 ··························································188
제3절 발견학습 지식구조 소통모형과 문서이해의 실제 ·································195
1. 발견학습 지식구조 소통모형과 문서내용의 이해 ····························195
2. 발견학습의 문서내용 이해와 절차의 실제 ·······································198
제8장 유의미학습 정착의미와 문서이해 ································································201
제1절 유의미학습 정착의미의 탐구원리 ·························································202
1. 유의미학습의 소통이론과 원리 ··························································202
2. 유의미학습의 소통조건과 수준 ··························································205
제2절 유의미학습 정착의미의 탐구절차 ·························································210
1. 유의미학습 선행조직자의 운영원리와 절차 ······································210
2. 유의미학습의 과제 특징과 인간의 동기 ···········································213
제3절 유의미학습 정착의미 소통모형과 문서이해의 실제 ·····························218
1. 유의미학습 정착의미의 소통모형 ·······················································218
2. 유의미학습 마스터리 법칙의 문서이해 실제 ····································220
제9장 개념획득의 귀납적사고와 문서작성 ·····························································223
제1절 개념획득의 귀납적사고 원리와 인지과업 ·············································224
1. 개념획득의 귀납적사고 원리와 방법: 사고력 향상 ·························224
2. 개념획득의 귀납적사고 인지과업: 3단계 문서작성 ·························229
제2절 개념획득의 귀납적사고 방법과 교수전략 ·············································234
1. 기억촉진과 기억 연관 개념학습의 방법 ···········································234
2. 사고력 향상을 위한 개념획득 교수전략 ···········································237
제3절 개념획득의 귀납적사고 소통모형과 문서작성의 실제 ··························240
1. 개념획득의 귀납적사고 소통모형 ·······················································240
2. 문서작성 개괄단계와 스티커 메시지 작성의 실제 ··························242
제10장 탐구방법의 반성적사고와 문서작성 ·····························································251
제1절 사회탐구방법의 반성적사고 탐구원리와 절차 ······································252
1. 사회탐구방법 소통모형의 탐구원리 ···················································252
2. 사회탐구방법 소통모형의 탐구절차 ···················································255
제2절 자연·일반탐구방법의 반성적사고 탐구원리와 절차 ·····························260
1. 자연ㆍ일반탐구방법 소통모형의 탐구원리 ········································260
2. 자연ㆍ일반탐구방법 소통모형의 탐구절차 ········································264
제3절 탐구방법의 반성적사고와 문서작성의 실제 ··········································268
1. 탐구방법 반성적사고의 소통모형 ·······················································268
2. 융복합 통섭과 탐구방법 문서작성의 완성단계 ································271

제4부 인지발달과 관찰학습 및 기초 외국어
제11장 인지발달의 형식적조작과 기초 외국어 ·······················································279
제1절 인지발달의 인본주의 사고활동 탐구원리 ·············································280
1. 인지발달의 사고력 향상 전략과 단계 ···············································280
2. 인지발달의 사고활동과 교수자의 역할과 탐구활동 ························285
제2절 인지발달 소통모형의 형식적조작과 탐구방법 ······································289
1. 인지발달의 수업전략과 도덕성 발달 ·················································289
2. 지식구조와 인지발달 단계의 특징 비교 ···········································291
제3절 인지발달 형식적조작 소통모형과 기초 외국어의 실제 ························294
1. 인지발달 형식적조작 소통모형 ··························································294
2. 세계인의 생활예절과 기초 외국어 활용 실제 ··································296
제12장 관찰학습의 모방과 기초 외국어 ··································································301
제1절 관찰학습 모방의 탐구원리 ····································································302
1. 관찰학습 모방의 이론과 교육목적 ·····················································302
2. 관찰학습 모방의 교육내용과 영향요인 ·············································305
제2절 관찰학습 모방의 탐구절차 ····································································309
1. 관찰학습 모방의 교육방법과 가치관교육 ·········································309
2. 역할놀이와 타인의 이해: 기초 외국어 활용 능력 ···························315
제3절 관찰학습 모방의 소통모형과 기초 외국어의 실제 ·······························319
1. 관찰학습 모방의 소통모형 ··································································319
2. 기초 외국어교육을 위한 관심경제학의 실제 ····································320

참고문헌 ··············································································································323
찾아보기 ··············································································································331

저자소개

조승제(趙承濟)
경기도 여주 출생으로 연세대학교 대학원에서 이성호, 한종철, 김란수, 김인회, 이종성, 한준상 교수님 등의 지도를 받으며 조교를 하면서 석사학위를 받았고, 강원대학교 대학원에서 김수천, 이칭찬, 피정만, 이종각, 안범희 교수님 등의 지도를 받으면서 교사교육원, 교육연구소 등에서 연구하면서 박사학위를 받았으며, 강원대학교 교육대학원, 아주대학교, 춘천교육대학교 등에서 강의를 하였다. 여주대학에서 대학발전기획위원장, 평생교육원장, 산학협력처/단장, 인재개발 본부장, 취ㆍ창업지원처장, 한국전문대학교육협의회 교수학습 연구대회 교양ㆍ예체능계열 평가위원장, 그리고 국정홍보자문위원을 역임했으며, 교육학 개론과 교육과정 등을 가르치고 있다.
현재: 대한민국 국회 교육문화관광체육분과 입법지원 위원 등
<저 서>
∙ 교육학 개론(공저, 도서출판 하우, 1996)
∙ 정보화시대의 실기교육 방법론(여주대학교 출판부, 1996)
∙ 교육의 이해(여주대학교 출판부, 1997)
∙ 직업교육중심의 교육학 개론(삼광출판사, 2000)
∙ 직업교육과정과 실기교육방법론(삼광출판사, 2001)
∙ 교육과정과 평가(교육과학사, 2002)
∙ 전문직을 위한 교육학 개론(삼광출판사, 2004)
∙ 교과교육과 교수ㆍ학습 방법론(양서원, 2006)
∙ 교육과정과 평가의 쟁점: 삶과 앎(교육과학사, 2007)
2007년 문화관광부 학술부문 우수도서 선정
∙ 교육학과 삶의 쟁점: 생애개발(교육과학사, 2010)
∙ 역량기반교육과정과 실기교육방법의 쟁점(교육과학사, 2011)
∙ 교육과정과 삶의 쟁점: 인간관계론(교육과학사, 2013)
∙ NCS 의사소통과 지도성의 쟁점(삼광출판사, 2014)
∙ 취업과 창업 및 진로지도: NCS 기반 생애개발과 직무역량(양서원, 2017)

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