교육과 심리 > 교육심리/학습심리/인지심리

본서는 교사가 될 예비교사들이나 현직교사들, 그리고 보다 나은 교육을 열망하는 사람들에게 다양한 심리학적 시각에서 교육을 이해할 수 있는 안목을 열어주기 위해 만들어졌다. 이를 위해 단편적인 정보를 나열하는 식이 되지 않도록 유의하였다.

본서는 현실교육에 대한 인식의 폭을 넓혀주면서 스스로 문제의식을 가지고 탐구할 수 있는 지적 자극제로서의 역할을 할 수 있도록 노력하였다. 그리고 교육심리학에 대한 다양한 내용을 전달하기 위하여 <학습목표>, <Key Word>, <생각해 봅시다> 등을 포함시킴으로써 교육현장에서의 활용도를 높이고자 하였다.

목차

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제1장 교육심리학의 기초 ································································11

제1절 교육심리학의 기본개념 ························································13

제2절 교육심리학의 목적 ·····························································15

제3절 교육심리학의 연구영역 ························································17

제4절 교육심리학의 발달과정 ························································20

제5절 교육심리학의 학문적 구조 ····················································22

제6절 인간이해의 심리학적 접근방법 ···············································24

제7절 교육심리학의 연구내용과 방법 ···············································28

∙ 참고문헌 ··············································································45

제2장 학습자의 발달과 교육 ···························································47

제1절 발달의 개념 및 원리 ··························································49

제2절 발달에 영향을 주는 요인 ·····················································51

제3절 발달단계와 발달과업 ··························································52

제4절 발달의 주요 논쟁점 ···························································55

제5절 인간발달이론 ···································································56

제6절 발달과 교육과의 관계 ·························································73

∙ 참고문헌 ··············································································77

제3장 학습이론 ·············································································81

제1절 학습의 개념 ····································································83

제2절 행동주의 학습이론 ·····························································85

제3절 인지주의 학습이론 ····························································102

제4절 인본주의 학습이론 ····························································117

제5절 학습지도의 원리 ······························································125

∙ 참고문헌 ············································································132

제4장 학습자의 인지적 특성 ··························································135

제1절 지능 ············································································137

제2절 창의성 ·········································································155

제3절 인지양식 ·······································································166

제4절 감성지능 ·······································································169

제5절 지능ㆍ창의성ㆍ인지양식의 교육적 활용 ····································174

∙ 참고문헌 ············································································177

제5장 학습자의 정의적 특성 ··························································181

제1절 자아개념 ·······································································183

제2절 성취동기 ·······································································186

제3절 태도 ············································································189

제4절 시험불안 ·······································································190

제5절 적응과 부적응 ································································191

제6절 포부수준 ·······································································196

∙ 참고문헌 ············································································198

제6장 기억과 전이 ·······································································199

제1절 기억 ············································································201

제2절 기억의 강화 ···································································205

제3절 망각 ············································································208

제4절 학습의 전이 ···································································212

제5절 연습 ············································································215

∙ 참고문헌 ············································································219

제7장 학습동기 ············································································221

제1절 동기의 개념 ···································································223

제2절 동기의 성질 ···································································224

제3절 동기의 종류 ···································································225

제4절 동기의 기능과 특징 ··························································227

제5절 동기이론 ·······································································228

제6절 동기유발의 원리와 방법 ·····················································243

제7절 학습동기를 증진시키는 변인 ················································247

∙ 참고문헌 ············································································252

제8장 정신건강과 스트레스 ···························································255

제1절 학교교육과 정신건강 ·························································257

제2절 학습자 및 학교의 스트레스 ··················································269

∙ 참고문헌 ············································································292

제9장 생활지도와 상담 ·································································295

제1절 생활지도 ·······································································297

제2절 상담 ············································································312

∙ 참고문헌 ············································································323

제10장 교육평가의 이해 ·································································327

제1절 교육평가의 개념과 기능 ·····················································329

제2절 교육평가의 목적 ······························································331

제3절 교육평가의 기준 ······························································332

제4절 교육평가의 절차 ······························································337

제5절 교육평가의 유형 ······························································339

제6절 우리나라 교육평가의 현황과 전망 ··········································345

∙ 참고문헌 ············································································347

찾아보기 ··············································································348

저자소개

신재흡 교수

한국유아교육ㆍ보육행정학회 부회장(역임)

한국교육행정학회 윤리위원장 및 조직규정위원장, 부회장 선출위원장, 재정기금위원장(역임)

한국교원교육학회 감사 및 홍보기금위원장(역임)

한국유아교육보육복지학회 연구윤리위원장(역임)

구리시청 보육정책위원

한국교육정책연구소 전문위원

현)

한국교원교육학회 부회장

한국유아교육ㆍ보육복지학회 부회장

한국교육행정학회 이사 및 주삼환 교육리더십위원회 위원

한국교육정치학회 이사 및 윤리위원장

한국교육실천교육학회 인성위원장

한국미래유아교육학회 이사

한성대학교 교육대학원(유아교육전공) 교수

<저서>

유아교사론(공저, 2006)

학생지도와 상담을 위한 생활지도의 이해(2014)

보육교사론(2016)

학교폭력 예방과 학생의 이해(2017)

사례중심의 아동권리와 복지(2018)

21세기 스마트시대의 교사 양성을 위한 교육방법 및 교육공학(2019)

서양교육변천사 탐구(2021)-2022년도 세종도서 학술부문 우수도서 선정

글로벌 시대의 문화다양성을 위한 다문화사회와 교육(2021)

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