교육학입문 > 교육학개론

교육학입문 책은 총 12장으로 구성하였다. 많은 영역을 다룰 수 없는 한계도 있었지만, 최근 교육의 큰 방향에 중점을 두어 집필을 하였다. 첫 번째 영역에서는 교육을 중심으로 인간, 사회, 역사, 철학을, 두 번째 영역에서는 교육과정, 교수-학습의 과정, 구성주의, 교육방법, 학습자중심의 교수법, 교육공학, 교육평가, 미래지능정보사회와 메타버스라는 내용으로 구성하였다.

목차

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제1장 교육과 교육학 ·······································································9

1. 교육의 이해 ········································································11

2. 교육학의 이해 ······································································20

제2장 인간과 교육 ·········································································27

1. 교육의 필요성과 가능성 ···························································29

2. 인간의 본질적 이해 ·······························································31

3. 인간의 성격적 이해 ·······························································36

4. 인간의 인지적 이해 ·······························································44

5. 인간의 도덕적 이해 ·······························································51

제3장 교육과 사회 ·········································································57

1. 교육과 사회의 관계 ·······························································59

2. 교육현상의 사회학적 관점 ························································63

3. 교육과 평등 ········································································68

제4장 교육과 역사 ·········································································73

1. 교육사 탐구의 의의 ·······························································75

2. 한국교육의 역사 ···································································77

3. 서양교육의 역사 ···································································99

제5장 교육과 철학 ·······································································125

1. 철학과 교육철학 ··································································127

2. 전통철학과 교육 ··································································131

3. 현대교육이론의 철학적 의미 ····················································138

4. 현대 이후 교육철학 ······························································143

제6장 교육과정 ············································································151

1. 교육과정의 개념 ··································································153

2. 교육과정의 유형 ··································································154

3. 교육과정의 종류 ··································································157

4. 교육과정의 구성 ··································································159

제7장 교수-학습의 과정 ·······························································163

1. 교수-학습의 이해 ·································································165

2. 교수-학습이론 ····································································171

제8장 구성주의와 교육방법 ···························································197

1. 구성주의 학습이론 ·······························································199

2. 교육방법 ···········································································206

제9장 학습자 중심의 교수법 ··························································215

1. 문제중심학습(PBL) ·······························································217

2. 액션러닝(Action Learning) ·····················································227

3. 플립러닝(Flipped Learning) ···················································237

4. 게이미피케이션(Gamification) ·················································253

제10장 교육공학 ············································································263

1. 교육공학의 개념과 특징 ·························································265

2. 교수설계 ···········································································274

3. 교수매체 ···········································································284

제11장 교육평가 ············································································289

1. 교육평가의 개념 ··································································291

2. 교육평가의 관점 ··································································291

3. 평가도구의 조건 ··································································294

4. 교육평가의 유형 ··································································297

5. 수행평가 ···········································································301

제12장 미래 지능정보사회의 교육 ····················································311

1. 미래 지능정보사회 ·······························································313

2. 미래 지능정보사회와 Metaverse 교육 ·········································316

참고문헌 ··············································································331

찾아보기 ··············································································337

저자소개

정주영

부산대학교 교육학박사, 교육공학 전공

현 동의대학교 교직학부 교수(학부장)

동의대학교 일반대학원 융합미디어교육공학과 주임교수

동의대학교 메타버스교육연구소 소장

천정미

경성대학교 교육학박사, 교육철학 전공

현 동의대학교 교직학부 조교수

배송

교환