소장자료

『쉽게 배우는 교육심리학』은 제1장 교육심리학의 이해, 제2장 교육심리학의 연구방법, 제3장 발달에 대한 이해, 제4장 인지발달, 제5장 언어발달, 제6장 정의적 특성의 발달, 제7장 학습자의 개인차, 제8장 학습의 심리, 제9장 학습이론, 제10장 생활지도, 제11장 상담의 이해, 제12장 교육평가, 제13장 교사론 등이다. 이 책은 교직과목으로 활용된다는 특성을 고려하여 쉽게 쓰고자 하였으며, 중요한 부분을 한눈에 볼 수 있도록 표시된 시각적 효과를 잘 활용하면 여러모로 도움이 될 것이라 생각된다.

이 책의 내용은 제1장 교육심리학의 이해, 제2장 교육심리학의 연구방법, 제3장 발달에 대한 이해, 제4장 인지발달, 제5장 언어발달, 제6장 정의적 특성의 발달, 제7장 학습자의 개인차, 제8장 학습의 심리, 제9장 학습이론, 제10장 생활지도, 제11장 상담의 이해, 제12장 교육평가, 제13장 교사론 등이다.

이 책은 교직과목으로 활용된다는 특성을 고려하여 쉽게 쓰고자 하였으며, 중요한 부분을 한눈에 볼 수 있도록 표시된 시각적 효과를 잘 활용하면 여러모로 도움이 될 것이라 생각된다.

제 1 장 교육심리학의 이해 ················································································11
제 1 절 교육심리학의 개념 ············································································11
제 2 절 교육심리학의 성격 ············································································13
1. 교육의 심리학적 측면 ·········································································13
2. 교육심리학의 영역 ··············································································14
3. 교육심리학의 발달과정 ·······································································15

제 2 장 교육심리학 연구방법 ············································································19
제 1 절 교육심리학 연구방법 ········································································19
1. 관찰법 ··································································································20
2. 실험법 ··································································································22
3. 질문지법 ······························································································24
4. 면접법 ··································································································26
5. 검사법 ··································································································27
6. 사회측정법 ···························································································33
7. 사례연구법 ···························································································33
8. 발달연구법 ···························································································34
9. 자서전법 ······························································································36
제 2 절 연구방법 사용 시 지켜야 할 윤리규정 ···········································37

제 3 장 발달에 대한 이해 ······················································································41
제 1 절 발달의 개념과 원리 ··········································································41
1. 발달의 개념 ·························································································41
2. 발달원리 ······························································································44
제 2 절 발달단계와 발달과업 ········································································49
1. 발달단계 ······························································································49
2. 발달과업 ······························································································50
3. Havighurst의 발달과업과 교육 및 상담에 대한 함의 ·····················54
4. 발달에 영향을 미치는 요인 ································································55

제 4 장 인지적 발달 ···························································································59
제 1 절 Piaget의 인지발달이론 ····································································59
1. 이론적 배경 ·························································································59
2. 기본개념 ······························································································60
3. 발달단계 ······························································································62
4. Piaget 이론의 교육 및 상담에 대한 함의 ········································73
제 2 절 Vygotsky의 인지발달이론 ·······························································76
1. 근접발달영역 ·······················································································77
2. 비계설정 ······························································································78
3. 아동발달에 대한 Vygotsky의 견해 ···················································80
4. Vygotsky 이론의 비판점 ···································································80
5. Vygotsky 이론의 교육 및 상담에서의 함의 ·····································81

제 5 장 언어발달 ·································································································85
제 1 절 언어발달의 이해 ···············································································85
1. 언어의 개념과 기능 ············································································86
2. 언어의 특성 ·························································································88
제 2 절 언어발달 이론 ···················································································89
1. 환경론 ··································································································89
2. 생득론 ··································································································92
3. 상호작용론 ···························································································95
제 3 절 언어발달의 단계 ···············································································99
1. 언어 전기 ··························································································100
2. 언어획득기 ·························································································103
3. 언어 후기 ··························································································105
제 4 절 언어발달에 영향을 미치는 요인 ····················································107
1. 개인적 특성 ·······················································································107
2. 환경적 특성 ·······················································································109

제 6 장 정의적 특성의 발달 ············································································115
제 1 절 Freud의 심리성적 발달 ·································································115
1. 성격의 기본가정 ················································································115
2. 성격의 구조 ·······················································································117
3. 발달단계 ····························································································118
4. Freud 이론의 교육 및 상담에서의 함의 ········································123
제 2 절 Erikson의 심리사회적 발달 ·····························································124
1. 심리사회적 위기 ················································································124
2. 심리사회적 발달단계 ·········································································125
3. 기본적 덕목 ·······················································································130
4. Erikson 이론의 교육 및 상담에서의 함의 ·····································132
제 3 절 도덕성 발달 ····················································································133
1. Piaget의 도덕성 발달단계 ·······························································134
2. Kohlberg의 도덕성 발달단계 ··························································136
제 4 절 정서발달 ··························································································142
1. 정서의 개념 ·······················································································142
2. 정서의 발달 ·······················································································144
3. 정서발달에 영향을 미치는 요인 ·························································145
제 5 절 사회성 발달 ····················································································148
1. 사회성의 개념 ···················································································148
2. 사회성의 발달 ···················································································148
3. Bronfenbrenner의 생태학적 이론 ·················································151
4. 사회성 발달양식 ················································································153

제 7 장 학습자의 개인차 ··················································································159
제 1 절 지능 발달 ························································································159
1. 지능의 정의 ·······················································································159
2. 지능의 구조 ·······················································································161
3. 지능검사 ····························································································167
4. 지능의 발달 ·······················································································171
5. 지능검사 결과의 해석 시의 유의점 ·················································177
제 2 절 창의성 발달 ····················································································179
1. 창의성의 개념 ···················································································179
2. 창의성에 관련된 변인 ·······································································180
3. 창의성의 특성 ···················································································183
4. 창의성의 훈련 ···················································································186
5. 창의성 검사 ·······················································································191
6. 창의성과 교육 ···················································································194

제 8 장 학습의 심리 ·························································································197
제 1 절 학습의 개념 및 원리 ······································································197
1. 학습의 개념 ·······················································································197
2. 학습의 원리 ·······················································································200
3. 학습의 요인 ·······················································································201
4. 학습의 유형 ·······················································································203
5. 학습의 과정 ·······················································································205
6. 연습 ···································································································208
7. 학습곡선 ····························································································210
8. 학습의 전이 ·······················································································212
제 2 절 기억과 전이 ····················································································216
1. 기억과 망각의 개념 ··········································································216
2. 기억과정 및 유형 ··············································································218
3. 망각 ···································································································223

제 9 장 학습이론 ·······························································································231
제 1 절 자극-반응 결합이론 ·······································································231
1. 시행착오설 ·························································································231
2. 조건반응설 ·························································································234
3. 조작적 조건화설 ················································································239
4. 고전적 조건화 이론과 조작적 조건화 이론의 비교 ························244
5. 그 밖의 자극-반응이론 ····································································244
제 2 절 인지이론 ··························································································246
1. 통찰설 ································································································247
2. 장(場)설(field theory) ·····································································249
3. 기호형태설(sign-gestalt theory) ···················································250

제10장 생활지도 ·······························································································255
제 1 절 생활지도 운동 ·················································································255
제 2 절 생활지도의 원리 ·············································································259
1. 생활지도의 의미 ················································································259
2. 생활지도의 기본방향 ·········································································260
제 3 절 생활지도의 필요성과 목표 ·····························································263
1. 생활지도의 필요성 ············································································263
2. 생활지도의 목표 ················································································264
제 4 절 생활지도의 기능 ·············································································265
1. 학생이해활동 ·····················································································266
2. 정보제공활동 ·····················································································266
3. 상담활동 ····························································································268
4. 정치활동(Placement Service) ·······················································268
5. 추수지도활동 ·····················································································269

제11장 상담의 이해 ·························································································271
제 1 절 상담의 개념 ····················································································271
1. 상담의 정의 ·······················································································271
2. 상담과 심리치료 ················································································273
3. 상담의 목표 ·······················································································276
제 2 절 상담의 과정과 기술 ········································································276
1. 상담의 기본원리 ················································································277
2. 상담의 과정 ·······················································································278
3. 상담의 기술 ·······················································································281
4. 상담효과의 평가 ················································································282
제 3 절 상담이론 ··························································································283
1. 특성요인적 상담 ················································································283
2. 인간중심적 상담 ················································································288
3. 정신분석적 상담 ················································································294
4. 행동주의적 상담 ················································································300
5. 인지ㆍ정서ㆍ행동적 상담 ·································································309

제12장 교육평가 ·······························································································319
제 1 절 교육평가의 기본개념 ······································································319
1. 교육평가의 의미 ················································································319
2. 교육평가의 목적 ················································································321
제 2 절 교육평가의 영역 및 기능 ·······························································322
1. 교육평가의 영역 ················································································322
2. 교육평가의 기능 ················································································323
3. 평가의 문제점 ···················································································325
제 3 절 교육평가의 유형과 절차 ·································································327
1. 교육평가의 유형 ················································································327
2. 교육평가의 절차 ················································································332
제 4 절 평가도구의 조건 ·············································································334
1. 검사점수의 변량에 영향을 미치는 요인 ··········································334
2. 신뢰도 ································································································336
3. 타당도 ································································································341
4. 객관도 ································································································343
5. 실용도 ································································································344

제13장 교사론 ··································································································347
제 1 절 교사의 역할 ····················································································347
제 2 절 교사의 자질 ····················································································354
제 3 절 유능한 교사 ····················································································356
제 4 절 전문직으로서의 교사 ······································································361

참고문헌 ·········································································································365
찾아보기 ········································································································377