[3판] 교육학개론 > 교육학

이 책은 예비교사들이 교육에 대한 올바른 관점을 형성하고, 교육에 필요한 기초 지식과 기술을 갖출 수 있도록 구성한 개론서이다. 이에 교육에 대한 학문적 이해와 함께 교육현장에서 필요한 실천적 방법을 익힘으로써 장차 교육자의 삶을 살아가면서, 교육현상을 총체적으로 바라볼 수 있는 열린 관점을 형성하는 데 주안점을 두었다. 따라서 독자들이 교육을 가능한 쉽게 이해하고 피부로 느끼면서도, 교육을 과학적이고 비판적으로 접근하고 실천해 나갈 수 있는 지식을 갖추도록 내용을 구성하였다.

목차

머리말 / 3
제1부 교육의 기초적 이해
제1장 교육의 개념과 필요성 ···············································13
1. 교육의 개념과 관점 ··················································13
가. 교육의 어원적 의미 ···············································13
나. 교육의 개념 ·······················································14
다. 교육의 관점과 가치관 ············································19
2. 교육의 필요성 ·························································24
3. 교육의 가능성과 한계성 ·············································27
가. 교육의 가능성 ·····················································27
나. 교육의 한계성 ·····················································30
4. 교육과 교육학 ·························································34
가. 학문으로서의 교육학 ··············································34
나. 교육학의 하위 연구 분야 ·········································36
제2장 교육의 성립과 형태 ··················································43
1. 교육의 기본 요소 ·····················································43
2. 교육의 형태 ···························································46
가. 학교교육(형식교육) ················································48
나. 대안교육 ···························································57
다. 평생교육 ···························································64
제2부 교육학의 학문적 기초
제3장 교육의 철학적 기초 ··················································73
1. 철학과 교육철학 ······················································73
가. 교육철학의 특징 ···················································73
나. 교육철학의 연구 문제 ············································74
다. 교육철학의 기능 ···················································75
2. 교육철학의 유형 ······················································77
가. 전통적인 교육철학 ················································78
나. 현대 교육철학 ·····················································81
제4장 교육의 심리학적 기초 ···············································97
1. 인간이해를 위한 다양한 관점 ·······································97
가. 행동주의 심리학 ···················································98
나. 인지심리학 ·······················································101
다. 정신분석학 ·······················································103
라. 인본주의 심리학 ·················································106
2. 인간의 특성과 교육 ·················································107
가. 인간의 인지적 특성 ··············································108
나. 인간의 정의적 특성 ··············································113
3. 인간 발달과 교육 ····················································118
가. 발달의 개념과 원리 ··············································118
나. 인간발달의 단계이론 ·············································120
제5장 교육의 사회학적 기초 ··············································133
1. 사회적 현상으로서의 교육 ··········································133
가. 교육과 사회화 ····················································133
나. 교육의 사회적 기능 ··············································137
2. 교육사회학의 주요 관점 ············································141
가. 기능론적 관점 ····················································141
나. 갈등론적 관점 ····················································143
다. 신(新)교육사회학 ·················································146
제3부 교육의 현장과 실제
제6장 교육제도와 법규 ·····················································151
1. 교육제도 ······························································151
가. 학제의 유형 ······················································151
나. 우리나라 학제 ····················································153
2. 교육행정조직 ·························································157
가. 중앙교육행정조직 ················································157
나. 지방교육행정조직 ················································157
3. 재정 ···································································159
4. 교육법규 ······························································162
가. 교육기본법 ·······················································163
나. 유아교육법 ·······················································167
다. 초ㆍ중등교육법 ···················································169
라. 고등교육법 ·······················································174
제7장 교육과정과 평가 ·····················································181
1. 교육과정(敎育課程) ··················································181
가. 교육과정의 개념과 의미 ·········································181
나. 교육과정의 유형 ·················································182
2. 교육의 과정(過程) ···················································190
가. 교육목표의 설정 ·················································191
나. 교육내용의 선정과 조직 ·········································193
다. 교수-학습 과정 ··················································197
3. 교육평가 ······························································200
가. 교육평가의 역할과 기능 ·········································201
나. 교육평가의 유형 ·················································203
다. 좋은 평가도구의 기준 ···········································209
제8장 교육공학 ·······························································213
1. 교육공학의 개념과 영역 ············································213
가. 교육공학의 개념 ·················································213
나. 교육공학의 영역 ·················································215
2. 교육공학의 발전 과정 ···············································217
3. 교수설계 ······························································222
가. 교수설계의 개념 ·················································222
나. 교수설계와 체제적 접근 ·········································224
다. 교수설계 모형 ····················································224
4. 교수매체 ······························································231
가. 교수매체의 개념 ·················································231
나. 교수매체의 기능 ·················································232
다. 교수매체의 종류 ·················································233
라. 교수매체의 활용 ·················································234
참고문헌 ··································································238
찾아보기 ··································································242

저자소개

이정표
이화여자대학교 교육학과 졸업
이화여자대학교 대학원 교육학과(문학석사)
이화여자대학교 대학원 교육학과(문학박사)
한국교육개발원 연구원
한국직업능력개발원 연구위원
한양여자대학교 유아교육과 교수(현재)

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