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책소개
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Chapter 01 교육의 이해
Section 01 교육의 개념 ···································· 16 01 교육의 어원 ························································· 16 02 교육의 정의방식 ················································· 17 03 피터스(R. S. Peters) ········································ 19 04 교육의 규범적 정의 ············································ 20 05 자유교육 ······························································ 24 Section 02 교육의 유형 ···································· 26 01 페다고지와 안드라고지 ···································· 26 02 자기주도학습 ······················································ 28 03 대안교육 ······························································ 29 04 생태주의 교육 ····················································· 33 05 다문화 교육 ························································· 36 06 신자유주의 교육 ················································· 38 Chapter 02 교육철학 Section 01 교육철학의 기초 ··························· 46 01 교육철학의 기능 ················································· 46 02 교육철학의 영역 ················································· 48 03 교육목적론 ·························································· 48 04 지식의 종류 ························································· 50 Section 02 미국의 4대 교육철학 ················· 51 01 진보주의 교육철학 ············································· 51 02 항존주의 교육철학 ············································· 53 03 본질주의 교육철학 ············································· 54 04 재건주의 교육철학 ············································· 56 Section 03 현대 교육철학 ······························· 58 01 실존주의 교육철학 ············································· 58 02 구조주의 교육철학 ············································· 63 03 포스트모더니즘과 교육 ···································· 64 04 구성주의 교육론 ················································· 68 05 분석적 교육철학 ················································· 70 06 현상학적 교육철학 ············································· 71 07 해석학적 교육철학 ············································· 73 08 비판철학 ······························································ 73 Section 04 유교의 교육철학 ··························· 78 01 유교사상의 전개 ················································· 78 02 주자와 성리학의 교육사상 ······························· 80 03 양명학의 교육사상 ············································· 86 Chapter 03 서양 교육사 Section 01 고대의 교육 ···································· 92 01 소피스트의 교육사상 ········································· 92 02 소크라테스의 교육사상 ···································· 93 03 플라톤의 교육사상 ············································· 94 04 아리스토텔레스의 교육사상 ···························· 96 Section 02 중세 시대의 교육 ························· 99 01 스콜라 철학과 교육 ············································ 99 02 중세 교육의 실제 ················································ 90 Section 03 16세기 인문주의와 교육 ·········· 105 01 근대 교육의 개요 ················································ 105 02 르네상스기의 인문주의 교육 ··························· 105 03 인문주의의 유형 ················································· 106 Section 04 16세기 종교개혁과 교육 ·········· 108 01 신교의 교육 ························································· 108 02 교육사상가 ·························································· 109 Section 05 17세기 실학주의와 교육 ·········· 111 01 과학주의와 실학주의 ········································· 111 02 실학주의의 유형 ················································· 112 03 교육사상가 ·························································· 113 Section 06 18세기 계몽주의와 교육 ·········· 117 01 계몽기1와 교육 ·················································· 117 02 루소의 자연주의 교육사상 ······························· 118 Section 07 19세기 신인문주의와 교육 ····· 123 01 신인문주의의 이해 ············································· 123 02 국가주의(국민교육제도)와 교육 ····················· 124 03 계발주의와 교육 ················································· 129 Section 08 20세기 현대의 교육 ··················· 138 01 신교육운동의 특징 ············································· 138 02 새로운 교수법 ····················································· 138 03 교육사상가 ·························································· 140 Chapter 04 한국 교육사 Section 01 삼국 시대의 교육 ························· 150 01 화랑도 교육(통일 이전) ····································· 150 Section 02 고려 시대의 교육 ························· 151 01 고려의 관학 ························································· 151 02 고려의 사학 ························································· 153 03 고려 교육기관의 특징 ······································· 154 Section 03 조선 시대의 교육 ························· 155 01 개요 ······································································ 155 02 조선의 관학 ························································· 157 03 조선의 사학 ························································· 159 04 조선 교육기관의 특징 ······································· 162 05 성리학 사상가 ····················································· 163 06 실학 사상가 ························································· 168 Chapter 05 교육사회학 Section 01 교육사회학의 기초 ······················ 176 01 교육사회학의 주요 관점 ··································· 176 Section 02 기능주의와 갈등주의 ················· 180 01 개요 ······································································ 180 02 기능주의와 갈등주의 사회학의 교육적 관점 ·· 181 03 각 이론의 교육적 관점 ······································ 184 04 기능주의의 주요 이론 ······································· 186 05 기능주의 이론의 주요 사상가 ·························· 190 06 갈등주의의 주요 이론 ······································· 193 Section 03 해석학 ··············································· 202 01 해석학의 기본 전제 ············································ 202 02 상징적 상호작용론 ············································· 203 Section 04 신교육사회학 ································· 206 01 교육과정 사회학 ················································· 206 02 신교육사회학의 주요 이론 ······························· 207 Section 05 교육과 평등 ···································· 214 01 교육평등의 유형 ················································· 214 02 사회개혁에 의한 교육평등관 ··························· 217 03 교육불평등의 원인 ············································· 218 Section 06 교육과 사회계층 ··························· 221 01 사회계층의 아동과 교육 ··································· 221 02 학교와 사회평등 ················································· 224 Section 07 문화와 청소년 일탈 ···················· 226 01 문화변화의 현상 ················································· 226 02 청소년 일탈이론 ················································· 227 Section 08 학교교육의 팽창과 원인 ··········· 228 01 학습욕구이론 ······················································ 228 02 기술기능이론 ······················································ 229 03 신마르크스 이론 ················································· 230 04 지위경쟁이론 ······················································ 231 05 국민통합이론 ······················································ 233 Section 09 평생교육체제 ································· 234 01 평생교육사상 ······················································ 234 02 평생교육이론 ······················································ 237 03 교육의 4가지 기둥 ············································· 240 Chapter 06 교육심리학 Section 01 인지적 특성 ···································· 246 01 지능개념 발달 ····················································· 246 02 지능의 측정 ························································· 258 03 지능에 대한 논의 ················································ 259 04 창의력 발달 ························································· 261 05 인지양식 ······························································ 268 06 메타인지 ······························································ 269 Section 02 인지기능의 발달 ··························· 273 01 피아제의 인지발달이론 ···································· 273 02 케이즈의 신피아제 이론 ··································· 279 03 비고츠키의 인지발달이론 ································ 280 Section 03 정의적 특성 ···································· 286 01 콜버그의 도덕성 발달단계 ······························· 286 02 프로이트의 성격발달이론 ································ 289 03 에릭슨의 심리사회적 발달이론 ······················· 292 04 자아개념 ······························································ 297 05 청소년 자아정체성 이론 ··································· 298 06 청소년 자아중심성 ············································· 300 07 감성지수 ······························································ 301 Section 04 동기와 학교학습 ··························· 304 01 동기 ······································································ 304 02 기대×가치이론 ··················································· 307 03 성취동기이론 ······················································ 309 04 로터의 통제소재이론 ········································· 312 05 귀인이론 ······························································ 312 06 목표지향이론 ······················································ 314 07 자아효능감 이론 ················································· 317 08 자기가치이론 ······················································ 319 09 자기결정성 이론 ················································· 320 10 기대수준 ······························································ 323 11 학습된 무력감 ····················································· 324 Section 05 행동주의 학습이론 ······················ 326 01 파블로프의 고전적 조건화설 ··························· 326 02 손다이크의 연합학습 ········································· 329 03 스키너의 작동적(조작적) 조건화 ···················· 330 04 행동주의 행동수정기법 ···································· 331 05 반두라의 관찰학습(사회적 학습)이론 ············ 332 Section 06 인지주의 학습이론 ······················ 333 01 인지주의 학습이론 ············································· 344 02 쾰러의 통찰 ························································· 345 03 톨만의 기호형태설 ············································· 346 04 인지적 정보처리과정 ········································· 348 05 다양한 인지 관련 수업 이론 ····························· 355 06 신경망 이론－기억의 대안적 모형 ·················· 358 07 인본주의 학습이론 ············································· 359 Section 07 학습의 과정 ···································· 361 01 전이 ······································································ 361 02 기억과 망각 ························································· 365 03 학습법 ·································································· 367 Section 08 적응심리 ·········································· 368 01 개념 ······································································ 368 02 갈등 유형 ····························································· 368 03 적응기제 ······························································ 369 04 다양한 심리효과 ················································· 371 Chapter 07 생활지도와 상담 Section 01 생활지도 ·········································· 376 01 생활지도의 개념 및 원리 ·································· 376 02 생활지도의 활동내용 ········································· 377 Section 02 상담활동 ·········································· 379 01 상담활동의 개념 및 기본 원리 ························· 379 02 상담의 기본 기술 ················································ 380 Section 03 상담이론 ·········································· 385 01 합리적 정의(정서적) 상담이론 ························ 385 02 인지상담이론 ······················································ 387 03 비지시적(인간중심적) 상담이론 ····················· 389 04 개인심리학 상담 ················································· 391 05 실존주의 상담 ····················································· 392 06 의사거래 분석 상담 ············································ 394 07 형태주의 상담 ····················································· 399 08 상호제지이론 ······················································ 400 09 현실치료 상담 ····················································· 402 10 해결중심 상담 ····················································· 405 11 집단상담 ······························································ 407 Section 04 진로지도이론 ································· 409 01 진로선택이론 ······················································ 409 02 진로발달이론 ······················································ 414 부 록 기출문제?색인 기출문제(2013~2020학년도) ······················ 418 색인 ··········································································· 438 |
저자 소개 1
- 충남대학교 문과대학 교육학과 졸(문학사)
- 충남대학교 대학원 졸(교육학 석사, 박사)
- 대전외고 등 대전 시내 중등 공립학교 교사(1987~2000)
- 공주대학교, 관동대학교, 국군간호사관학교, 나사렛대학교, 목원대학교, 영남대학교, 우석대학교, 위덕대학교, 인하대학교, 전남대학교, 전주대학교, 제주대학교, 충남대학교, 한국교원대학교, 한남대학교, 한림대학교 등 특강 및 외래교수
- EBS 교육방송 교육학 특강교수(2007)
- 중부대학교 유아교육과 겸임교수(2005~2013)
- (現) 박문각임용고시학원 대표교수, (주)ET 교육학논술 연구소 대표이사, 침례
- 충남대학교 문과대학 교육학과 졸(문학사)
- 충남대학교 대학원 졸(교육학 석사, 박사)
- 대전외고 등 대전 시내 중등 공립학교 교사(1987~2000)
- 공주대학교, 관동대학교, 국군간호사관학교, 나사렛대학교, 목원대학교, 영남대학교, 우석대학교, 위덕대학교, 인하대학교, 전남대학교, 전주대학교, 제주대학교, 충남대학교, 한국교원대학교, 한남대학교, 한림대학교 등 특강 및 외래교수
- EBS 교육방송 교육학 특강교수(2007)
- 중부대학교 유아교육과 겸임교수(2005~2013)
- (現) 박문각임용고시학원 대표교수, (주)ET 교육학논술 연구소 대표이사, 침례신학대학교 유아교육과 겸임교수
- 충남대학교 대학원 졸(교육학 석사, 박사)
- 대전외고 등 대전 시내 중등 공립학교 교사(1987~2000)
- 공주대학교, 관동대학교, 국군간호사관학교, 나사렛대학교, 목원대학교, 영남대학교, 우석대학교, 위덕대학교, 인하대학교, 전남대학교, 전주대학교, 제주대학교, 충남대학교, 한국교원대학교, 한남대학교, 한림대학교 등 특강 및 외래교수
- EBS 교육방송 교육학 특강교수(2007)
- 중부대학교 유아교육과 겸임교수(2005~2013)
- (現) 박문각임용고시학원 대표교수, (주)ET 교육학논술 연구소 대표이사, 침례신학대학교 유아교육과 겸임교수
김인식의 다른 상품
관련 분류
품목정보
- 발행일
- 2020년 01월 15일
- 쪽수, 무게, 크기
- 441쪽 | 210*265*30mm
- ISBN13
- 9791156838890
출판사 리뷰
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2021학년도 중등임용 시험대비
Excellent Teacher! 김인식 교육학 논술! 따로 또 가치(같이) 뚜벅뚜벅 또 가치!! 첫쨰 교육학 논술 만점을 향한 종합지침서 둘쨰 교육이론의 기본개념 완벽정리 셋째 관련 용어 종합적 이해로 개념 잡기 넷째 논술체계에 맞춰진 맞춤형 정리 교육학 논술에 부합하는 책을 만들기 위한 많은 생각 끝에, 논술의 핵심은 논술을 쓰는 기술보다 논술에 담길 내용 즉, 자신의 주장을 얼마나 논리적이며 합리적으로 할 수 있는가 하는 것이 관건인바, 기본적인 개념에 충실할 필요가 있음을 직시하고 그에 맞도록 교재를 집필하기 위해 노력하였다. 그에 따라, 기본개념을 충실히 전달하기 위해 많은 신경을 썼으며, 기본개념이나 이론이 학교현장에 시사하는 바는 무엇일지에 대해 서술하고자 하였다. 이에 본 책은 다음과 같은 점에 중점을 두고 집필되었습니다. 첫째, 2013학년도부터 지금까지 시행된 주관식 논술 문제가 무엇이 있었는지를 확인하기 위해 ‘한눈에 보는 교육학 논술 출제 경향’을 삽입하였으며, 본문에도 노출시켜 수험생들의 부담을 덜어주고자 하였다. 둘째, 논술은 자신의 견해를 서술하는 것이기는 하지만, 시험 형식의 논술은 자신의 견해를 서술하기 전에 그에 대한 기본적인 정보와 함께 기초개념과 지식의 이해가 필요하다. 따라서 교육학 개념의 이해와 함께 암기를 위해 기본적인 내용을 중심으로 간략하게 제시하였다. 셋째, 기본적으로 이해하기 어려운 개념에 대해서는 날개 부분에 각주형식의 해설을 달아놓아 학습자들의 이해를 돕기 위해 노력하였다. 넷째, 개념상의 혼란을 방지하며 보다 정확한 개념을 확립하기 위하여, 어려운 개념이나 부연 설명이 필요한 것은 ‘더 알아보기’를 추가하여 보다 쉽게 개념을 이해하도록 하였다. 다섯째, 각 영역은 전문가들의 집필을 근간으로 대학교재들의 내용을 비교, 분석하면서 종합 정리하였다. 여섯째, 각 영역은 교육학을 공부하는 순서에 따라 1영역 교육학개론, 교육철학, 서양교육사, 한국교육사, 2영역 교육심리, 생활지도와 상담, 3영역 교육과정, 교육평가, 교육통계 및 연구방법, 4영역 교육방법, 교육공학, 5영역 교육행정 및 경영의 순서로 수록하였으며, 교육사회학은 교육을 보는 또 다른 시각으로서 기본적인 교과에 해당하기 때문에 교육심리학의 앞에 두어 집필하였다. 이와 같은 순서는 사범대학의 교육과정과 동일하다. 일곱째, 아직 교육학 논술에 대한 기출문제가 많지 않은 이유로, 기출문제 경향(‘탐구 문제’)은 ‘5급 행정고등고시 교육학’ 문제를 기본으로 수록하였으며, 아울러 지금까지 출제된 ‘임용 교육학 논술 문제’를 부록으로 수록하였다. 여덟째, 수험생의 편의를 위해 색인을 첨부하였다. 수험생이 스스로 공부하다 확인해야 할 내용이 있으면 색인을 참고하면 많은 도움이 될 것이다. 나는 항상 지금 - 여기에서 무엇이 최선인지를 생각하며 내가 할 수 있는 일에 온 힘을 쏟으려 한다. |
