미래 세대를 위한 교육학개론 > 교육학개론

이 책은 대학에서 교사양성을 위한 교직과목으로 개설되는 『교육학개론』강좌에서 한 학기 동안 사용할 수 있도록 구성되었다. 이 책을 저술하는 데 사용된 세 가지 원칙은 다음과 같다. 첫째, 교육학과 관련되는 핵심주제를 중심으로 교직과목으로 개설되는 강좌를 중심으로 장章을 나누어 구성하였다. 둘째, 장의 내용은 전통적으로 교직과목으로 다루어지면서 오늘날에도 사용되고 있는 핵심내용에 대한 이론을 짧게 살펴보고 난 다음, 현재 교육현장에서 다루는 이론과 실제의 쟁점사용과 관련된 연구결과를 중심으로 서술하면서 미래교육의 방향은 최근의 연구결과를 중심으로 제시하였다. 셋째, 초·중등교육의 과정에서 한글전용 세대로서 자란 독자(학생)의 한자漢子의 독해능력 향상을 위하여 핵심어에는 한자와 영어를 함께 사용하여 한자 실력의 배양과 영어 자료에서 사용하는 핵심어(전문용어)에 대한 이해에 도움을 주고자 하였다.

목차

머리말 / iii

시작 장｜인간과 교육｜ 1

행복한 삶을 위한 성장과 교육

제1절 인간이해와 인간발달 ······························································································· 2

1. 인간의 총체적 성장 / 2 2. 행복한 삶의 조건으로서 교육 / 3

제2절 교육의 개념과 구성요소 ························································································· 5

1. 교육의 기본적 의미와 개념 / 5 2. 교육의 구성요소 / 7

제3절 교육의 형태 ··········································································································· 11

1. 형식교육과 비형식교육 / 11

2. 가정교육, 학교교육, 그리고 사회교육 / 12

제4절 교육(학)의 탐구영역과 교직과정 ········································································· 16

1. 교육활동과 교육(학) 탐구영역 / 16 2. 교직과정의 구성 / 17

제Ⅰ부 교육학의 이론적 기초 21

제1장 ｜교육의 역사｜ 23

교육(학)의 역사적 전개과정 이해

제1절 교육의 역사적 기초 ······························································································ 24

1. 교육사의 의미 / 24 2. 교육사 연구의 필요성 / 25

제2절 우리나라의 교육사 ··························································································· 28

1. 원시시대 교육 / 28 2. 삼국시대 교육 / 29

3. 고려시대 교육 / 32 4. 조선시대 교육 / 34

5. 개화기와 주권상실기 교육 / 35

6. 해방 후 우리나라 교육 변화와 방향 / 36

제3절 서양의 교육사 ······································································································· 39

1. 고대의 교육 / 39 2. 중세의 교육 / 41

3. 문예부흥기와 종교개혁기의 교육 / 42 4. 근대의 교육 / 44

제2장 ｜교육철학｜ 49

교육의 목적과 가치에 대한 철학적 탐구

제1절 교육철학의 의미 ···································································································· 50

1. 교육철학의 의미 / 50 2. 교육철학의 특성 / 51

제2절 철학의 탐구영역과 교육 ······················································································· 53

1. 형이상학과 교육 / 53 2. 인식론과 교육 / 55

3. 윤리학과 교육 / 57 4. 논리학과 교육 / 59

제3절 현대의 교육철학 사조 ·························································································· 60

1. 진보주의 교육운동 / 61 2. 본질주의 교육사상 / 62

3. 항존주의 교육사상 / 63 4. 재건주의 교육사상 / 64

5. 포스트모더니즘과 교육 / 65

제3장 ｜교육심리학｜ 69

인간 발달과 행동 이해를 통한 교수·학습의 심리학적 접근

제1절 인간발달과 교육심리학 ························································································· 70

1. 인간발달의 개념과 원리 / 70 2. 인간발달의 영역과 교육심리학 / 71

제2절 인간행동의 특성과 교육 ······················································································ 78

1. 학습자의 인지적 특성 / 78 2. 학습자의 정의적 특성 / 82

제3절 교수 · 학습의 과정과 교육 ···················································································· 87

1. 교수·학습의 개념과 강조점 / 87

2. 교수이론 / 89 3. 학습이론 / 92

제4장 ｜교육사회학｜ 97

교육현상 이해를 위한 사회화와 문화의 이해

제1절 교육의 사회적 기초 ······························································································ 98

1. 교육현상의 사회적 기초 / 98 2. 교육사회학의 주요이론 / 100

제2절 교육의 사회적 기능과 사회화 ··········································································· 101

1. 교육의 사회적 기능 / 102 2. 사회화와 교육 / 106

제3절 문화 이해에 기초한 다문화교육 ································································· 111

1. 문화의 개념과 교육 / 111

2. 다문화사회의 전개와 다문화교육 / 114

제Ⅱ부 교육학의 실천 원리 119

제5장 ｜교육목적｜ 121

교육의 이유·가치·목적에 대한 원리 탐구

제1절 교육목적의 기초 ·································································································· 122

1. 교육이념 / 122 2. 교육목적 / 123 3. 교육목표 / 123

제2절 교육목적의 기본 특성 ························································································ 126

1. 소망성과 실현성 / 126 2. 추상성과 구체성 / 127

3. 공시성과 책무성 / 128

제3절 교육목적의 유형 ································································································· 129

1. 교육목적의 유형 / 129 2. 교육목표의 유형 / 133

제4절 교육목적의 법적 근거 ························································································ 135

1. 일반적 교육목적 / 136 2. 교육 관련 법령과 교육목적 / 139

3. 국가교육과정의 인간상과 교육목적 / 140

제6장 ｜교육과정｜ 145

가르치고 배우는 내용의 선정과 조직에 관한 이해

제1절 교육과정의 개념 ·································································································· 146

1. 교육과정의 의미와 영역 / 146 2. 교육과정 개념의 다양성 / 148

제2절 교육과정의 유형 ································································································· 152

1. 교과중심 교육과정 / 152 2. 경험중심 교육과정 / 153

3. 학문중심 교육과정 / 154 4. 인간중심 교육과정 / 156

5. 지능정보사회의 학생중심 교육과정 / 157

제3절 교육과정의 계획과 구성 ···················································································· 159

1. 교육목표의 설정 / 159 2. 교육내용의 선정 / 161

3. 교육내용의 조직 / 162

제4절 우리나라 교육과정의 역사적 변천 ···································································· 163

1. 해방 전 교육과정 / 164 2. 해방 후 교육과정 / 165

제7장 ｜교육방법｜ 173

효과적인 교수·학습의 실천과 교수설계에 기초한 매체활용

제1절 사회변화와 미래교육 ····························································································· 174

1. 새로운 세기의 시작과 교육체제의 변화 / 174

2. 지능정보사회와 미래교육 / 176

제2절 교수 · 학습의 과정과 교육방법 ············································································· 177

1. 교수·학습의 과정 / 177 2. 교육방법 / 178

제3절 교육공학의 개념과 탐구영역 ··············································································· 182

1. 교육공학의 개념 / 182 2. 교육공학의 탐구영역 / 185

제4절 교수설계와 교수·학습매체 활용 ··································································· 186

1. 교수설계 / 186 2. 수업방법과 교수·학습매체 / 189

제8장 ｜교육평가｜ 193

교육목표 달성 정도와 가치 판단을 위한 측정과 평가의 이해

제1절 교육평가의 역사와 개념 ······················································································· 194

1. 교육평가의 역사 / 194 2. 교육평가의 개념 / 195

제2절 학교학습과 교육평가의 역할 ··············································································· 197

1. 학교학습과 교육평가 / 197 2. 교육평가의 목적과 기능 / 199

제3절 교육평가의 유형 ··································································································· 201

1. 평가의 기준에 따른 교육평가 유형 / 201

2. 평가의 기능에 따른 교육평가 유형 / 202

3. 평가의 영역에 따른 교육평가 유형 / 203

4. 대안적 평가방법과 수행평가 / 205

제4절 평가의 일반적인 절차 ·························································································· 207

1. 교육목표의 확인 / 207 2. 평가방법의 결정 / 207

3. 평가도구의 선정 및 개발 / 208 4. 평가 및 결과처리 / 210

5. 평가결과의 해석 및 활용 / 210

제Ⅲ부 교육학의 현장 적용 213

제9장 ｜생활지도와 진로교육｜ 215

성숙한 삶을 촉진하는 활동으로서 상담과 진로교육

제1절 생활지도의 기초 ···································································································· 216

1. 생활지도의 의미 / 216 2. 생활지도의 필요성 / 217

제2절 생활지도의 활동과 내용 ······················································································ 219

1. 생활지도의 활동 / 219 2. 생활지도의 내용 / 222

제3절 생활지도와 상담활동 ···························································································· 223

1. 상담의 의미 / 223 2. 상담의 목표 / 224

3. 상담이론 / 225

제4절 생활지도와 진로교육 ···························································································· 227

1. 진로교육의 의미 / 227 2. 삶의 설계와 진로계획 / 228

3. 진로결정 요인 / 230

제10장 ｜평생교육｜ 237

학습사회에서 삶의 양식으로서 미래교육에 대한 도전

제1절 평생교육의 기초 ···································································································· 238

1. 평생교육의 개념 / 238 2. 평생교육의 필요성 / 239

제2절 평생교육의 내용과 대상 ······················································································ 240

1. 평생교육의 내용 / 240 2. 평생교육의 대상 / 241

제3절 평생교육의 주관자와 방법 ·················································································· 246

1. 인터넷을 통한 온라인 평생교육 / 246

2. 대중매체를 통한 평생교육 / 247

3. 문화시설을 통한 평생교육 / 248 4. 각종 기관을 통한 평생교육 / 249

제4절 평생학습도시와 평생교육의 미래 ········································································ 250

1. 학습사회와 평생학습도시 / 251

2. 평생학습도시의 발전 방향과 평생교육의 미래 / 253

제11장 ｜교육행정과 교육경영｜ 255

효과적 학급운영을 위한 행정(정책)과 경영의 이해

제1절 교육행정의 기초 ···································································································· 256

1. 교육행정의 개념 / 256 2. 교육행정의 원리 / 257

제2절 교육제도와 교육행정조직 ···················································································· 258

1. 우리나라의 교육제도 / 258 2. 교육행정조직 / 260

제3절 효과적 교육을 위한 학교경영 ············································································· 263

1. 교육인사관리 / 263 2. 교육재정관리 / 264

3. 교육시설관리 / 265

제4절 효율적인 학교경영을 위한 교육리더십 ······························································ 266

1. 리더십의 개념과 연구방법 / 266

2. 학교경영자의 바람직한 리더십 / 273

제12장 ｜교직전문성과 교사｜ 277

교직수행에 필요한 역량과 참다운 스승의 길

제1절 교사의 역할과 교사전문성 ··················································································· 278

1. 전문직으로서 교사의 역할 / 278 2. 교사의 수업전문성 / 279

제2절 교사의 자질과 자격 ····························································································· 280

1. 교사 자질의 개념 / 280 2. 교사자격의 종류와 취득요건 / 282

제3절 교사의 권리와 의무 ····························································································· 283

1. 교사의 권리 / 283 2. 교사의 의무 / 284

3. 교사윤리강령 / 285 4. 교원단체 / 286

제4절 교사양성과 교사전문성 계발 ··············································································· 289

1. 교사 양성과정과 현직교사 연수 / 289

2. 교사전문성 계발과 교사공동체 / 291

마무리 장 ｜제4차 산업혁명과 미래교육｜ 295

지능정보사회에서 교육의 과제와 전망

제1절 사회변화와 핵심역량 ···························································································· 296

1. 사회변화와 제4차 산업혁명 / 296 2. 제4차 산업혁명과 핵심역량 / 298

제2절 학습사회와 미래교육 ···························································································· 302

1. 학습사회에서 교육의 역할 / 302 2. 미래사회에 대비하는 교육 / 304

제3절 미래역량 개발과 교육의 과제 ············································································· 306

1. 미래사회의 핵심 역량 / 306

2. 미래역량 개발을 위한 교육의 과제 / 308

제4절 다시 시작하는 결론: ‘행복한 삶’을 위한 교육 ·················································· 311

참고문헌 / 315

찾아보기 / 323

저자소개

이성흠 경기대학교 대학원 교육학과 교수

김진규 부천대학교 유아교육과 특임교수

노희선 청암대학교 간호학과 교수

임희수 마산대학교 간호학과 교수

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