도서 소개

교육학 논술을 준비하는 예비 중등 교사 수험생들에게 도움을 주고자 만들어진 책이다. 교육학적 지식에 관한 정확한 이해가 필요하다. 더 이상 단편적인 암기 위주의 교육학적 지식이 아니라, 각 학자의 이론과 교육적 개념에 대해서 정확하게 이해하고 표현하는 것이 중요해지는 것이다. 거기에 문제에서 요구하는 초점을 해석하고 거기에 맞게 글을 쓸 수 있는 능력 역시 중요한 부분이 된다. 따라서 이 책은 필수적으로 알아야 하는 교육학 이론과 지식을 수록하였다.

  출판사 리뷰

중등교사.보건교사.영양교사.사서교사.교원임용 시험대비

교육학 점수를 '키'우기 '위'한 책!
새 경향에 맞춰 만점에 도전하는 키위 교육학
-원리이해 중심의 명쾌한 해설
-주관식 경향에 맞춘 핵심이론 수록
-논술형 문제 대비를 위한 교육학 기본서

상권 : 한국교육사 / 서양교육사 / 교육철학 / 교육사회학 / 교육행정
하권 : 교육심리학 / 생활지도와 상담 / 교수학습과 교수공학 / 교육과정 / 교육평가와 통계 / 교육연구법

이 책은 교육학 논술을 준비하는 예비 중등 교사 수험생들에게 도움을 주고자 만들어진 책이다.
교육학적 지식에 관한 정확한 이해가 필요하다. 더 이상 단편적인 암기 위주의 교육학적 지식이 아니라, 각 학자의 이론과 교육적 개념에 대해서 정확하게 이해하고 표현하는 것이 중요해지는 것이다. 거기에 문제에서 요구하는 초점을 해석하고 거기에 맞게 글을 쓸 수 있는 능력 역시 중요한 부분이 된다. 따라서 이 책은 필수적으로 알아야 하는 교육학 이론과 지식을 수록하였다.

교육학 논술을 준비하는 예비 중등 교사 수험생들에게 도움을 주고자 만들어진 책
대학에서 11년동안 교직과목을 강의하면서, 솔직하게 말하면 진지하게 임용고사를 준비하는 학생들의 입장에서 강의해본 적은 없었다. 대학의 강의라는 것이 늘 그렇듯이, 학생의 요구와 필요와는
관계없이 내 주관과 내 입장을 펼치고 그것을 학생들에게 설득하는 것으로 일종의 자기만족을 느끼는 형태의 수업을 했었다. 그러던 어느 날, 우연히 노량진에 들어와 임용고사 대비 강의를 하기 시작했고 수험생들을 대상으로 하는 강의는 내겐 정말 새로운 경험이었다. 이제야 비로소 학생들의 입장을 생각하기 시작했고, 그들이 나에게서 무엇을 원하는지를 알았다. 학자로서의 자존심과 학생들의 요구에서 조금 당황한 후에, 비로소 나는 깨달았다. 이들에게 중요한 것은 나의 생각, 나의 관점이 아니었다. 설사 나의 관점이 틀리지 않았다고 하여도 그것이 임용고사의 방향과 맞지 않는다면 옳지 않은 것이다.
2018년에 치러진 2019학년도 중등 임용고사는 1차 시험과 2차 시험으로 시행되었다. 1차 시험에
서 교육학은 논술형으로, 전공은 서술형으로 시험을 보았고 2차 시험에서는 면접과 수업실연이 진행된다. 1차 시험에서 1.5배수를 뽑고, 이후 2차 시험에서 1배수를 뽑으며 최종 합격자는 1차시험의 점수와 2차 시험의 점수를 합산하여 선정한다.
2018년 11월 24일에 치러진 교육학 논술은 총 5가지 영역에서 출제되었다. 교육심리, 교육과정, 교육평가, 교육연구법, 교육행정이 그것이다. 교사의 일지를 통해 다양한 교육학 영역의 개념을 활용하여 논하는 문제였다. 어느 한 영역에서 출제한 것이 아닌 다양한 교육학 분야를 아울러 출제된 것이 특징이고, 각 개념에 대한 정확한 이해를 통해 어떻게 문제 상황에서 주어진 조건을 잘 분석하고 통합하는가를 보고자 했던 시험이었다. 또한, 기존에는 출제된 적이 없는 교육연구법 부분이 출제되었다. 따라서 수험생 중에 몇 영역만 집중해서 공부한 학생보다는 두루두루 전 영역을 꼼꼼하게 정리한 학생들이 좀 더 접근하기 쉬웠던 시험으로 생각된다.

  작가 소개

지은이 : 김현
약력·숙명여자대학교 교육학과, 숙명여자대학교 대학원 교육학과 졸업·교육학학사, 교육학석사, 교육학박사 학위 취득·숙명여대, 서울보건대, 고려대, 세종대, 명지대, 한국체육대학, 한남대, 목원대 등 다수 대학에서 교육학 및 교직과목 강의·前 을지대학 교직과 교수·前 숙명여대 교육대학원 강사·前 아모르임용고시학원 교육학 전임교수·現 교원임용 희소고시학원 교육학 전임교수논문·석사학위논문 : 통신인 문화와 그 교육적 의미의 연구·박사학위논문 : 청소년 문제 담론을 통한 주체형성 과정에 관한 연구저서·교육학 키위 상ㆍ하(2009, 참교육과미래)·최종모의고사(2009, 참교육과미래)·기출문제 파헤치기 상ㆍ하(2009, 참교육과미래)·교육학 키위 추록집(2010, 참교육과미래)·교육관계법(2010, 참교육과미래)·만점예감 예상문제집(2010, 참교육과미래)·교육학 키위 상ㆍ하(2011, 북이그잼)·왕기초 키위교육학(2011, 북이그잼)·만점예감 예상문제집(2012, 북이그잼)·교육관계법(2012, 북이그잼)·최종모의고사(2012, 북이그잼)·기출문제 파헤치기 상ㆍ하(2012, 북이그잼)·파이널피드백 요약집(2012, 북이그잼)·왕기초 키위교육학 논술(2014, 북이그잼)·교육학 키위 상ㆍ하(2014, 북이그잼)·키위교육학 마인드맵(2015, 북이그잼)·키위교육학 한달에 입문하기(2018, 북이그잼)·키위교육학 상ㆍ하(2015~2019, 북이그잼)

  목차

제6편 교육심리학
제1장 교육심리학의 본질 ·············································································· 16
01 교육의 정의 ······················································································· 16
02 교육의 세 측면 ·················································································· 17
03 교육심리학의 성격 ··········································································· 17
04 주요 교육심리학의 이론 ·································································· 18
제2장 학습자의 지적 특성 ············································································· 20
01 지능과 지능검사 ··············································································· 20
02 지능이론 ··························································································· 23
03 창의력 ······························································································· 35
04 인지양식과 초인지 ··········································································· 49
제3장 학습자의 정의적 특성 ········································································ 53
01 동기(motivation) ············································································ 53
02 학습동기 ··························································································· 57
03 정서와 학습 ······················································································· 73
04 동기와 학습의 관계 ·········································································· 77
제4장 학습자의 발달 ······················································································· 80
01 발달의 원리와 단계 ·········································································· 80
02 인지 발달 이론 ·················································································· 81
03 성격 발달 이론 ················································································· 102
04 도덕성 발달 이론 ·············································································· 109
제5장 학습이론 ································································································· 115
01 학습의 개념 ······················································································ 115
02 행동주의 학습이론 ··········································································· 115
03 인지주의 학습이론 ··········································································· 128
04 기억연구의 새로운 접근 ·································································· 137
05 망 각 ·································································································· 147
06 학습의 전이 ······················································································ 149
제6장 적응, 부적응과 정신위생 ··································································· 152
01 좌 절(욕구불만) ················································································ 152
02 갈 등(conflict) ················································································· 153
03 적응기제 ··························································································· 154

제7편 생활지도와 상담
제1장 생활지도의 기초 ·················································································· 160
01 생활지도의 정의 ··············································································· 160
02 생활지도의 목적 ··············································································· 160
03 생활지도의 목표 ··············································································· 160
04 생활지도의 성격 ··············································································· 161
05 생활지도의 기본원리 ······································································· 161
06 생활지도의 실천원리 ······································································· 161
07 생활지도의 주요영역 ······································································· 162
제2장 상담의 활동 ··························································································· 164
01 상담의 정의 ······················································································ 164
02 상담의 목표 ······················································································ 164
03 상담의 기본 조건 ·············································································· 164
04 상담에서의 대화의 기법 ·································································· 165
05 상담의 기법 ······················································································ 166
06 상담 시 교사의 준수사항 ································································· 174
07 상담면접의 기술 ··············································································· 174
제3장 상담이론 ································································································· 180
01 상담 기법에 따른 상담이론의 분류 ················································· 180
02 상담영역에 따른 상담이론의 분류 ·················································· 181
03 상담이론 ··························································································· 182

제8편 교수학습과 교수공학
제1장 교수－학습과정의 이해 ······································································ 254
01 교수학습과
교수방법 ··································································· 254
02 교수방법의 변화 ··············································································· 256
03 교수－학습지도의 원리 ··································································· 259
04 수업과정의 구성요소 변인 ······························································ 262
제2장 교수－학습이론 ···················································································· 266
01 캐롤(Carroll)의 학교학습모형 ························································ 266
02 블룸(Bloom)의 완전학습모형 ························································ 267
03 브루너(Bruner)의 교수이론과 발견학습 ······································· 269
04 오수벨(Ausubel)의 유의미적 수용학습 이론 ······························· 272
05 가네(Gagn)의 수업이론 ································································ 282
06 롸이겔루스(Reigeluth)의 정교화 교수이론 ·································· 290
07 메릴(Merrill)의 내용요소제시이론 ················································· 303
08 켈러(Keller)의 학습동기유발 교수이론 ········································· 308
09 구성주의(constructivism) 교수이론 ············································ 313
제3장 수업의 요소 ··························································································· 341
01 수업목표 ···························································································· 341
02 학습과제분석 ····················································································· 344
제4장 교수－학습방법 ···················································································· 347
01 교수－학습방법 ················································································ 347
제5장 교수설계 ································································································· 383
01 교수설계의 개념과 원리 ·································································· 383
02 체제적 교수설계의 모형 ·································································· 395
제6장 교육공학의 기초 ·················································································· 406
01 교육공학의 이해 ··············································································· 406
02 교육공학 발달사 ··············································································· 408
제7장 교수매체 ································································································· 423
01 교수매체의 개념 및 기여도 ····························································· 423
02 교수매체의 유형과 속성 ·································································· 424
03 교수매체의 활용 ··············································································· 428
제8장 교육과 뉴미디어 ·················································································· 437
01 멀티미디어 ······················································································ 437
02 블렌디드 러닝(Blended learning) ················································ 449

제9편 교육과정
제1장 교육과정의 기초 ·················································································· 456
01 교육과정의 정의 ··············································································· 456
02 교육과정의 성격 ··············································································· 457
제2장 교육과정의 종류 ·················································································· 458
01 교육과정의 분류 ··············································································· 458
제3장 교육과정의 역사와 유형 ···································································· 463
01 교육과정의 역사 ··············································································· 463
02 교육과정의 유형 ··············································································· 466
제4장 교육과정 모형 ······················································································· 475
01 목표모형(합리적 모형) ···································································· 475
02 내용모형(Bruner의 모형) ······························································· 479
03 Walker의 자연주의적 모형(숙의 모형) ········································· 480
04 Eisner의 교육과정 개발의 예술적 접근 ········································ 481
05 Pinar의 모형：재개념화 이론의 교육과정 모형 ··························· 492
06 새로운 교육과정 개발 모형 ····························································· 499
제5장 교육과정 개발절차 ·············································································· 505
01 교육목적의 설정 ··············································································· 505
02 교육내용의 선정과 조직 ·································································· 507

제10편 교육평가와 통계
제1장 교육평가의 기초 ·················································································· 520
01 교육평가의 목적과 평가관 ······························································ 520
제2장 교육평가의 모형 ·················································································· 523
01 목표달성모형(goal attainment model) ····································· 523
02 의사결정모형(decision-oriented model) ·································· 525
03 판단중심모형(judgment-oriented evaluation) ······················· 526
04 소비자중심 모형(client centered evaluation model) ············· 528
05 자연주의 모형(naturalistic model of evaluation) ··················· 529
제3장 평가의 유형 ··························································································· 530
01 평가 기준에 따른 유형 ····································································· 530
02 평가 시기에 따른 유형(진단평가, 형성평가, 총괄평가) ················ 532
03 대안적 평가방식 ··············································································· 533
제4장 수행평가 ································································································· 535
01 수행평가의 이론적 기초 ·································································· 535
02 수행평가의 필요성 ··········································································· 535
03 수행평가의 개념 ··············································································· 536
04 수행평가 방법 ·················································································· 538
05 수행평가의 설계와 고려사항 ·························································· 539
제5장 평가문항의 제작 ·················································································· 545
01 문항제작의 기본 원리 ······································································ 545
02 문제제작의 실체 ··············································································· 549
03 수행평가 문항의 제작 ······································································ 554
제6장 평가도구의 질 판단 기준 ·································································· 557
01 타당도(validity) ··············································································· 557
02 신뢰도(reliability) ··········································································· 561
03 객관도 및 실용도 ·············································································· 573
제7장 문항분석 ································································································· 575
01 문항분석의 개념 ··············································································· 575
02 문항분석 이론 ·················································································· 575
제8장 교육통계 ································································································· 587
01 교육통계의 개념과 종류 ·································································· 587
02 변인의 의미와 종류 ·········································································· 587
03 측정치 ······························································································· 589
04 집중경향치 ······················································································· 590
05 변산도 ······························································································· 592
06 원점수와 표준점수 ··········································································· 594
07 측정치의 통계적 분석 ······································································ 596

제11편 교육연구법
제1장 교육연구의 기초 ·················································································· 608
01 교육연구의 유형 ··············································································· 608
제2장 교육연구의 실제 ·················································································· 611
01 자료수집 방법 ·················································································· 611
02 표 집 ·································································································· 641
03 실험의 타당성 ·················································································· 648

찾아보기(Index) ·························································································· 656

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