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2021 ET 김인식 교육학 논술 2 (따가뚜가)
2021 중등임용시험 대비
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2020.01.15.
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Chapter 08 교육과정
Section 01 교육과정의 기초 ··························· 18 01 개념 ········································································ 18 02 개념모형 ······························································ 20 03 교육과정 접근방법 ············································· 21 Section 02 교육과정의 층위와 수준 ··········· 33 01 교육과정의 층위 ················································· 33 02 교육과정의 수준 ················································· 37 Section 03 교육과정의 구성 ··························· 41 01 개요 ······································································ 41 02 교육과정 구성의 절차 ······································· 42 Section 04 교육과정의 평가 ··························· 51 01 개요 ······································································ 51 02 교육과정 평가모형 ············································· 52 03 제7차 교육과정의 교육과정 평가와 질 관리 ··· 55 Section 05 교육과정의 개발 ··························· 56 01 중앙집중적 교육과정 개발 ······························· 56 02 지방분권적 교육과정 개발 ······························· 57 03 학교 교육과정 개발 ············································ 58 04 백워드 교육과정 설계모형 ······························· 60 05 교육과정 압축 ····················································· 65 Section 06 교육과정의 개발모형 ················· 66 01 타일러의 합리적 모형 ······································· 66 02 타바의 확장된 목표모형 ··································· 69 03 워커의 숙의 모형 ················································ 71 04 아이스너의 예술적 모형 ··································· 74 05 스킬벡의 학교중심 교육과정 개발모형 ·········· 77 Section 07 교육과정의 실행?운영 ············ 80 01 교육과정 실행 ····················································· 80 02 교사의 역할과 운영수준 ··································· 81 Section 08 교육과정의 유형 ··························· 83 01 교과중심 교육과정 ············································· 83 02 경험중심 교육과정 ············································· 87 03 학문중심 교육과정 ············································· 91 04 인간중심 교육과정 ············································· 94 05 구성주의 교육과정 ············································· 96 06 중핵 교육과정 ····················································· 97 Section 09 2015 개정교육과정 ···················· 99 01 개관 ······································································ 99 02 교육과정 구성의 방향 ······································· 101 03 교육과정 편성?운영 ········································ 103 04 운영의 실제 ························································· 113 Chapter 09 교육평가 Section 01 평가도구의 양호도 ······················ 124 01 타당도 ·································································· 124 02 신뢰도 ·································································· 127 03 객관도와 실용도 ················································· 132 Section 02 교육평가의 모형 ··························· 134 01 타일러의 목표중심적 접근 ······························· 134 02 스터플빔의 의사결정모형 ································ 135 03 스크리븐의 탈목표모형 ···································· 136 04 아이스너의 예술적 비평모형 ··························· 137 Section 03 교육평가의 유형 ··························· 139 01 상대평가 vs. 절대평가 ······································ 139 02 참조준거에 의한 평가 ······································· 142 03 양적 평가 vs. 질적 평가 ···································· 146 04 진단평가, 형성평가, 총괄평가 ························· 146 Section 04 수행평가 ·········································· 150 01 수행평가의 의미와 필요성 ······························· 150 02 수행평가의 특징 ················································· 151 03 수행평가의 방법 ················································· 152 04 수행평가의 장?단점 ········································ 154 05 수행평가의 문제점과 고려사항 ······················· 154 06 과정중심 평가 ····················································· 156 07 성취기준 평가 ····················································· 158 Section 05 문항분석 ·········································· 159 01 개념 ······································································ 159 02 문항곤란도 ·························································· 159 03 문항변별도 ·························································· 161 04 문항반응분포 ······················································ 162 Section 06 표준화 검사 ···································· 163 01 표준화 검사 ························································· 163 Chapter 10 교육통계 Section 01 교육통계의 이해 ··························· 168 01 모집단과 표본 ····················································· 168 02 변인과 측정치 ····················································· 168 03 집중경향치 ·························································· 170 04 변산도 ·································································· 172 05 원점수와 표준점수 ············································· 174 06 정상분포곡선 ······················································ 177 07 상관계수 ······························································ 177 Section 02 통계방법 ·········································· 179 01 t-test ··································································· 179 02 변량분석 ······························································ 180 03 회로분석 ······························································ 181 04 요인분석 ······························································ 181 Chapter 11 교육연구 Section 01 가설검증과 표집 ··························· 186 01 가설검증 ······························································ 186 02 확률적 표집방법 ················································· 187 03 비확률적 표집방법 ············································· 192 Section 02 연구 ··················································· 193 01 문화기술적 연구 ················································· 193 02 양적 연구 ····························································· 194 03 실험연구 ······························································ 196 04 현장연구 ······························································ 200 Section 03 자료수집 ·········································· 201 01 관찰법 ·································································· 201 02 질문지법 ······························································ 202 03 척도법 ·································································· 204 04 사회성 측정법 ····················································· 206 05 의미분석법 ·························································· 207 06 투사법 ·································································· 209 Chapter 12 교육방법 Section 01 교육방법의 기초 ··························· 218 01 교수－학습과정의 이해 ···································· 218 02 교수－학습원리 ·················································· 221 Section 02 수업이론의 기초 ··························· 224 01 수업에 영향을 주는 변인 ·································· 224 02 수업의 효율성 ····················································· 228 Section 03 수업설계 ·········································· 230 01 개요 ······································································ 230 02 체제적 수업설계 ················································· 231 03 구성주의적 수업설계 ········································· 236 04 라이겔루스의 교수설계전략 ···························· 240 05 수업설계과정 ······················································ 243 Section 04 교수－학습이론 ···························· 251 01 캐롤의 학교학습모형 ········································· 251 02 블룸의 완전학습모형 ········································· 253 03 브루너의 발견학습 ············································· 255 04 오수벨의 유의미학습 ········································· 258 05 가네와 브리그스의 목표별 수업이론 ·············· 263 06 켈러의 학습동기 유발을 위한 ARCS 이론 ···· 271 07 메릴의 내용요소 전시이론 ······························· 273 08 라이겔루스의 인지정교화 이론 ······················· 277 09 적성－처치 상호작용모형 ································ 280 10 무학년제 ······························································ 281 11 팀 티칭 ································································· 282 12 구성주의 교수－학습모형 ································ 283 13 내용교수지식 ······················································ 296 Section 05 수업방법 ·········································· 297 01 강의법 ·································································· 297 02 문답법 ·································································· 298 03 토의학습 ······························································ 300 04 협동학습 ······························································ 306 05 발견?탐구학습 ················································· 316 06 고든의 시넥틱스 ················································· 323 07 가치명료화 기법 ················································· 324 08 학습부진아 지도 ················································· 325 Section 06 학습양식 ·········································· 327 01 학습양식과 인지양식 ········································· 327 02 학습양식이론의 적용과 시사점 ······················· 327 Section 07 수업의 실제 ···································· 329 01 판서 ······································································ 329 02 발문 ······································································ 330 03 피드백과 교정기술 ············································· 332 04 동기유발기술 ······················································ 334 05 경청기술 ······························································ 335 Chapter 13 교육공학 Section 01 교육공학의 기초 ··························· 340 01 시청각 교육모델 ················································· 340 02 시청각 통신이론 ················································· 342 03 교수매체 ······························································ 346 04 교수매체연구의 패러다임 변화 ······················· 349 05 플로우 이론 ························································· 351 Section 02 교수매체 ·········································· 355 01 OHP와 TP ··························································· 355 02 컴퓨터 프로젝트 ················································· 360 Section 03 컴퓨터 활용수업 ··························· 362 01 컴퓨터 보조수업 ················································· 362 02 컴퓨터 관리수업 ················································· 364 03 컴퓨터 매개수업 ················································· 364 04 컴퓨터 활용평가 ················································· 365 Section 04 컴퓨터와 교육 ······························· 367 01 멀티미디어 ·························································· 367 02 인터넷과 교육 ····················································· 369 03 ICT 활용교육 ····················································· 370 Section 05 원격교육 및 가상교육 ················ 372 01 원격교육 ······························································ 372 02 u-learning ·························································· 375 Chapter 14 교육행정 Section 01 교육행정의 기초 ··························· 382 01 교육행정의 개념 구분 ······································· 382 02 교육행정의 원리 ················································· 382 Section 02 교육행정의 이론 ··························· 384 01 과학적 관리론 ····················································· 384 02 인간관계론 ·························································· 385 03 행동과학 ······························································ 387 04 체제론 ·································································· 388 05 상황조건론 ·························································· 390 06 인간자원론 ·························································· 390 Section 03 학교교육 조직론 ··························· 391 01 조직의 속성 ························································· 391 02 조직의 형태 ························································· 392 03 조직의 유형 ························································· 395 04 학교조직의 성격 ················································· 398 05 학교조직 풍토 ····················································· 403 06 학교조직 문화 ····················································· 406 07 교육조직 관리기법 ············································· 409 Section 04 학교조직의 지도성 ······················ 412 01 상황적 리더십 ····················································· 412 02 새로운 리더십 이론 ············································ 417 Section 05 학교조직의 동기부여 ················· 423 01 동기부여의 접근방법 ········································· 423 02 동기의 내용이론 ················································· 424 03 동기의 과정이론 ················································· 430 Section 06 교육기획과 정책 ··························· 432 01 교육기획 ······························································ 432 02 교육정책 ······························································ 434 03 의사결정모형 ······················································ 438 Section 07 학교예산 ·········································· 442 01 학교예산 회계제도 ············································· 442 02 학교예산의 여러 기법 ······································· 443 Section 08 교원론 ··············································· 447 01 현직교육 ······························································ 447 02 교원의 권리와 의무 ············································ 450 03 단위학교 책임경영 ············································· 450 Section 09 장학론 ··············································· 452 01 개요 ······································································ 452 02 장학모형 ······························································ 453 부 록 교사의 길?기출문제?색인 ?교사의 길 ································································ 464 ?기출문제(2013~2020학년도) ······················ 468 ?색인 ··········································································· 488 |
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
품목정보
- 발행일
- 2020년 01월 15일
- 쪽수, 무게, 크기
- 492쪽 | 210*265*30mm
- ISBN13
- 9791156838944
출판사 리뷰
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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. |
