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상품명 한이수 秀교육학 [하]
도서정보 저자 : 한이수 / 출판사 : 임용닷컴 / ISBN :979-11-6542-065-9 / 발행일 : 2022. 1 / 페이지 : 438
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※ 분철옵션 주문 시 일반도서(분철옵션 선택 안한 도서) 배송보다 2~3일정도 늦어질 수 있으니 참고해 주시기 바랍니다. 


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PART 01 교육철학 9
Ⅰ. 교육철학의 기초 ·········································································································· 11
 1. 교육철학의 개념과 기능 ········································································································· 11
 2. 교육의 개념 ······························································································································ 13
 3. 교육개념의 정의방식 ··············································································································· 16
 4. 피터스의 교육개념의 준거 ····································································································· 18
 5. 교육의 목적과 교직관 ············································································································· 23

Ⅱ. 지식과 교육 ·················································································································· 25
 1. 철학의 영역 ······························································································································ 25
 2. 인식론의 제 이론 ···················································································································· 26

Ⅲ. 전통철학과 교육 ·········································································································· 30
 1. 관념론과 교육 ·························································································································· 30
 2. 실재론과 교육 ·························································································································· 31
 3. 프래그머티즘(실용주의) ··········································································································· 32

Ⅳ. 현대철학과 교육 ·········································································································· 34
 1. 진보주의(progressivism) ··········································································································· 34
 2. 본질주의(essentialism) ············································································································· 38
 3. 항존주의(perennialism) ············································································································ 40
 4. 재건주의(reconstructionism) ···································································································· 42

Ⅴ. 20세기 후반의 교육철학 ···························································································· 44
 1. 실존주의(existentialism) ··········································································································· 44
 2. 구조주의(structuralism) ············································································································ 46
 3. 분석철학 ··································································································································· 47
 4. 포스트모더니즘(post-modernism) ··························································································· 48
 5. 비판이론 ··································································································································· 52
 6. 현상학(phenomenology) ········································································································ 56
 7. 해석학(hermeneutics) ··············································································································· 58
 8. 신자유주의 ······························································································································· 60

PART 02 교육과정 61
Ⅰ. 교육과정의 기초 ·········································································································· 63
 1. 교육과정의 정의 ······················································································································ 63
 2. 교육과정의 분류 ······················································································································ 65

Ⅱ. 교육과정의 역사와 유형 ····························································································· 68
 1. 교육과정의 역사 ······················································································································ 68
 2. 교육과정의 유형 ······················································································································ 70

Ⅲ. 교육과정 모형 ·············································································································· 88
 1. 목표모형(합리적 모형) ············································································································ 88
 2. 브루너(Bruner)의 지식의 구조(교육내용으로서의 지식) ······················································· 93
 3. 역동적 상호작용 모형 ············································································································· 94
 4. 교육과정학 탐구의 실존적, 구조적 재개념화 ······································································ 99
 5. 아이즈너(Eisner)의 교육과정 개발의 예술적 접근 ····························································· 103
 6. 백워드 설계모형(backward design) ······················································································· 107

Ⅳ. 교육과정 개발절차 ······································································································· 112
 1. 교육목표의 설정 ······················································································································ 112
 2. 교육내용(학습경험)의 선정 ····································································································· 116
 3. 교육내용의 조직 ······················································································································ 117

Ⅴ. 교육과정의 실제 ·········································································································· 120
 1. 학교 수준 교육과정 개발과 교육과정 재구성 ······································································ 120
 2. 스나이더(Snyder)의 교육과정 실행에 대한 관점 ·································································· 122
 3. 2015 개정 교육과정 ··············································································································· 124
 4. 자유학기제 ······························································································································· 128

PART 03 교수 ․ 학습 및 교육공학 135
Ⅰ. 교수 ․ 학습과정의 이해 ································································································ 137
 1. 교수 ․ 학습과 교수방법 ············································································································ 137
 2. 교수 ․ 학습의 원리 ···················································································································· 140
 3. 수업과정의 구성요소 변인 ····································································································· 142

Ⅱ. 교수 ․ 학습이론 ············································································································· 144
 1. 캐롤(Carroll)의 학교학습모형 ································································································· 144
 2. 블룸(Bloom)의 완전학습모형 ·································································································· 145
 3. 브루너(Bruner)의 교수이론과 발견학습 ··············································································· 147
 4. 오수벨(Ausubel)의 유의미 수용학습 ···················································································· 151
 5. 가네(Gagné)의 수업이론 ······································································································ 157
 6. 라이겔루스(Reigeluth)의 정교화 교수이론 ············································································· 164
 7. 메릴(Merrill)의 내용요소제시이론(component display theory: CDT) ································ 172
 8. 켈러(Keller)의 학습동기 설계이론(ARCS) ············································································ 176
 9. 란다(Landa)의 순차식-발견식 교수모형(algorithmic-heuristic instruction model) ············· 181
 10. 구성주의 교수이론 ·············································································································· 182

Ⅲ. 수업목표와 학습과제 분석 ·························································································· 204
 1. 수업목표 ··································································································································· 204
 2. 학습과제 분석 ·························································································································· 207

Ⅳ. 교수 ․ 학습방법 ············································································································· 209
 1. 강의법 ······································································································································· 209
 2. 문답법 ······································································································································· 210
 3. 토의법 ······································································································································· 211
 4. 듀이의 문제해결학습법 ··········································································································· 215
 5. 프로젝트 학습(구안법) ············································································································ 216
 6. 자기주도학습 ···························································································································· 218
 7. 프로그램 학습 ·························································································································· 220
 8. 개별화학습 ······························································································································· 223
 9. 팀티칭 ······································································································································· 227
 10. 협동학습 ································································································································· 228

Ⅴ. 교수설계 ······················································································································· 240
 1. 체제적 접근과 교수체제설계(ISD) ·························································································· 240
 2. 교수설계모형 ···························································································································· 241

Ⅵ. 교육공학의 기초 ·········································································································· 249
 1. 교육공학의 이해 ······················································································································ 249
 2. 교육공학의 역사적 발달 ········································································································· 252

Ⅶ. 교수매체의 선정과 활용 ····························································································· 258
 1. 교수매체 ································································································································· 258
 2. 교수매체의 유형과 활용 ········································································································· 261
 3. ASSURE 모형 ·························································································································· 264

Ⅷ. 교육혁신과 교육정보화 ······························································································· 267
 1. ICT(Information & Communication Technology)활용 교육 ················································ 267
 2. 컴퓨터와 교육 ·························································································································· 268
 3. 멀티미디어와 하이퍼미디어 ··································································································· 271
 4. e-러닝 ······································································································································· 273
 5. 소셜미디어의 활용 ·················································································································· 275

PART 04 교육사회학 279
Ⅰ. 교육사회학 이론 ·········································································································· 281
 1. 기능론 ······································································································································· 281
 2. 갈등론 ······································································································································· 288
 3. 신교육사회학 ···························································································································· 302

Ⅱ. 사회이동과 교육선발 ··································································································· 313
 1. 사회이동과 선발 ······················································································································ 313
 2. 사회이동과 교육체제 ··············································································································· 314
 3. 교육의 기능과 사회이동 ········································································································· 316
 4. 교육의 선발기능에 대한 관점 ································································································ 320
 5. 입시제도와 시험 ······················································································································ 321

Ⅲ. 교육과 평등 ·················································································································· 323
 1. 교육평등의 의미 ······················································································································ 323
 2. 교육평등관의 유형 ·················································································································· 325
 3. 교육격차의 인과론 ·················································································································· 327

Ⅳ. 현대사회의 교육 다양화 ····························································································· 331
 1. 대안교육 ··································································································································· 331
 2. 평생교육 ··································································································································· 333
 3. 교육과 문화 ······························································································································ 342

PART 05 교육평가와 통계 349
Ⅰ. 교육평가의 기초 ·········································································································· 351
 1. 교육평가의 개념과 기능 ········································································································· 351
 2. 교육관과 평가관 ······················································································································ 352

Ⅱ. 교육평가의 모형 ·········································································································· 357
 1. 목표중심모형 ························································································································ 357
 2. 의사결정모형(decision facilitation model) ············································································· 359
 3. 판단중심모형 ···························································································································· 362
 4. 소비자중심평가(consumer-oriented evaluation) ···································································· 367
 5. 구바(Guba)와 링컨(Lincoln)의 자연주의모형 ········································································ 368
 6. 울프(Wolf)의 법정판결모형(재판평가모형) ············································································ 368

Ⅲ. 교육평가의 유형 ·········································································································· 370
 1. 평가 기준에 따른 유형 ··········································································································· 370
 2. 평가시기에 따른 유형 ············································································································· 374
 3. 대안적 평가방식 ······················································································································ 377
 4. 양적평가와 질적평가 ··············································································································· 379
 5. 수행평가(performance assessment) ······················································································ 381
 6. 성취평가제 ······························································································································· 391
 7. 메타평가 ··································································································································· 394
 8. 정의적 영역의 평가 ················································································································ 395
 9. 교육목표 분류학 ······················································································································ 402

Ⅳ. 평가문항의 제작 ·········································································································· 408
 1. 문항제작의 기본원리 ··············································································································· 408
 2. 문항의 유형 ······························································································································ 411

Ⅴ. 평가도구의 질적 요건 ································································································· 418
 1. 타당도 ······································································································································· 418
 2. 신뢰도 ······································································································································· 422
 3. 객관도 ······································································································································· 426
 4. 실용도(usability) ······················································································································· 428

Ⅵ. 문항분석 ······················································································································· 429
 1. 문항분석 ··································································································································· 429
 2. 문항분석이론 ···························································································································· 430

Ⅶ. 교육통계 ······················································································································· 437
 1. 교육통계의 이해 ······················································································································ 437
 2. 측정치의 통계적 분석 ············································································································· 445

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