2023 중등임용 적중의 신태식 교육학 논술 윌비스 분철반값

※ 알려드립니다.

 

- 발행일 : 2022년 01월 19일
- 페이지 : 전2권/225x300/본문 530면/579면

 

 

도서 특징

 

안녕하십니까? 교육학논술은 교육과 관련된 논점들을 조건에 맞는 논거를 바탕으로 설득력있게 주장하는 글입니다. 그간 출제경향을 보면 내용면에서는 학교현장의 다양한 교육문제(학생의 학습과 생활지도 문제, 교육과정과 교육과정개발, 지능과 학습, 교수설계와 교수방법, 교육평가, 교육행정활동이나 교사의 전문성 신장 등)에서 출제되고, 형식면에서는 비교적 정형화된 개념(이론)을 중심으로 한 원인과 대책에서 출제되다가, 개념의 명칭과 특정 학자가 주장한 이론을 찾아 논하라는 문제로 난이도가 높아지더니, 최근에는 개념의 장⋅단점이나 기능, 방안(대안)에서 출제되었습니다.

그런데 2022학년도 문제는 다음과 같이 학교현장 교사들에게 필요한 이슈와 관련된 다양한 개념들이 출제되었습니다. 이러한 출제경향은 현장교사들의 의견이 반영된 문제라는 점에서 당분간 계속 이어질 것이며, 이런 출제경향에서 고득점 방안을 받기 위해서는 논술스킬을 익히고, 교육학 개념의 이해와 적용력을 높이는 것입니다. 이를 위해 기계적으로 강의를 듣는데 비중을 두기보다는 학습자 스스로 교재를 읽으며 의미를 형성할 수 있는 노력이 필요합니다. 제 교재는 개조식이 아니고 논리적이면서도 체계적으로 기술하였기 때문에 스스로 읽으며 의미를 형성하기에 매우 효과적인 교재라고 자부합니다. 여러분이 본 교재를 활용하여 교육학 고득점을 받길 기원하며, 여러분의 학습 도우미로서 본 교재를 판서노트와 함께 학원에서 가장 쉽게 강의하려 하니 도움이 되길 바랍니다.

① 교육과정의 수직적 연계성이 학습자 측면에서 갖는 의의 2가지 [2점]
② 교육과정 재구성의 구체적인 방법 2가지 [2점]
③ 총평의 관점에서 학생을 진단할 수 있는 실행 방안 2가지 [2점]
④ 학생간 비교를 제외한 평가 결과의 해석 기준 2가지와 이유 [2점]
⑤ 교실 수업을 위해 개발해야 할 교수전략 2가지 [2점]
⑥온라인 수업에서 학생의 고립감 해소를 위해 활용할 수 있는 구체적인 교수학습 활동 2가지와 그에 적합한 테크놀로지 [2점]
⑦ 학교 중심 연수의 종류 1가지 [1점]
⑧ 학교 중심 연수를 활성화하기 위해 학교 차원에서 지원 방안 [2점]

저는 지금까지 해 왔던 것처럼 '합격운명공동체'라는 마음으로 교육학 고득점을 가능하게 하여, 임용고시까지 합격할 수 있도록 최선을 다 하겠습니다. 저의 강의와 교재를 선택한 여러분 모두에게 합격의 영광이 있기를 기원합니다. 끝으로 제가 윌비스 학원에 잘 적응할 수 있도록 도와 준 지호남원장님, 최창식본부장님, 전병식차장님외 직원여러분께 감사드리고, 출판에 도움을 준 윌비스 출판 관계자 분들께도 진심으로 감사드립니다.

2022. 1. 10
노량빌딩 12층 윌비스학원 교수연구실
교육학박사 신태식(본명 김용구)
이 책의 길잡이
1 학습절차

⑴ 설명회 듣기
① 설명회를 통한 학습요령 습득
② 출발점행동：논술스킬 익히기

⑵ 교재 선정기준
① 스스로 읽으며 의미형성할 수 있는 교재
② 목차와 내용이 논리적으로 쓰인 교재
③ 비교적 교육학이론이 풍부한 교재

⑶ 독서하기,
예습하기
① 동기유발 사례 읽기
② 교재의 핵심목차를 정리하면서 읽기
③ 정리한 목차를 보며 이해점검

⑷ 강의를 통한
내용의 체계화
① 교육학이론의 체계화와 논술능력 배양
② 교육학 단권화 방법에 따라 작업
③ 교육학 서브노트 작업과 활용

⑸ 평가를 통한
적용력 배양
① 교육학논술시험을 통해 무지자각
② 교육학논술시험을 통해 학습방향 확인

⑹ 첨삭 및 피드백
① 첨삭을 통해 부족한 부분 보완
② 첨삭받은 답안 90% 이상의 답안작성

⑺ 정교화와 복습
① 강의와 문제를 통해 단권화의 정교화
② 다양한 문제를 통해 서브노트의 정교화
2 학습절차 설명

⑴ 설명회 듣기：교육학논술 설명회를 반드시 들어야 한다. 학습요령을 습득해야 시행착오를
줄일 수 있기 때문이다. 논술능력이 부족할 경우 해법논술스킬 필독서를 통해 논술테크닉
을 길러야 한다. 이는 출제유형이나 형식이 상관없이 답안을 작성할 수 있는 능력을 기르
는 선행학습과정이다.
⑵ 교재 선정：교육학논술교재 선정은 우선, 편저자의 머리말을 읽어보고, 나의 관점과 일치
되는 교재를 선정해야 한다. 다음으로, 전체 목차를 검토해 본 후 중요 내용들이 잘 정리
되었는지 보고, 주관식 논술형에 대응하기 위해 스스로 읽으며 의미형성할 수 있는 교재인
지 판단해야 한다. 셋째, 목차나 내용들이 논리적으로 표현되었는지 분석해야 한다. 논리
적 구성은 의미 있는 부호화에 도움을 주기 때문이다.
⑶ 독서하기, 예습하기：강의를 듣기 전 우선, 각 주제에 제시된 동기유발 사례를 읽는다. 그
리고 교재의 핵심목차를 정리하면서 교재를 읽는다. 교재의 목차를 보고, 이해점검을 하면
서 이해하기 어려운 내용을 표시해 두고, 교수의 강의나 질문을 통해 해결한다.
⑷ 강의를 통한 내용의 체계화：강의를 들으며 교육학 서브노트에 보충내용을 정리하고, 교
육학 이론서의 핵심내용에 밑줄을 긋거나 중요도를 표시하고, 보충할 내용은 작은 글씨로
추가한다. 판서내용 기록은 교육학 서브노트를 활용하고, 복습에도 적극 활용한다.
⑸ 평가를 통한 적용력 배양：교육학논술시험을 통해 논술에 대한 나의 무지를 자각하고 부
족한 점을 보충하도록 한다. 동시에 교육학논술시험을 위해 공부방향이 어떠해야 하는지
를 이해하고 가장 효율적인 학습방법을 익힌다.
⑹ 첨삭 및 피드백：첨삭을 통해 부족한 부분을 보완하고, 첨삭받은 답안을 보완하여 90%
이상의 답안이 될 수 있도록 내용을 완전히 소화하여 다시 작성한다.
⑺ 단권화와 서브노트의 정교화：교수의 강의나 스터디 자료 그리고 다양한 문제를 통한 자
료들을 기본서인 단권화교재와 서브노트에 보충함으로서 완벽한 교재로 정교화해 간다.
그리고 그 교재를 중심으로 반복 학습한다.
차례
CHAPTER 01
논술의
이해
Section 01 논술의 특성··········································································· 14
Section 02 논술의 단계··········································································· 25
Section 03 논술 출제위원이 지적하는 충고············································ 50
Section 04 논술공부 전략········································································ 54
Section 05 원고지 작성법········································································ 56
CHAPTER 02
교육의
기초
Section 01 교육의 정의방식······································································ 62
Section 02 교육의 정의와 준거································································ 66
Section 03 성장의 기준에 따른 성장관···················································· 73
Section 04 교육의 가능성과 한계성························································· 78
Section 05 교육의 목적············································································ 85
Section 06 인성교육·················································································· 90
Section 07 영재교육·················································································· 97
CHAPTER 03
한국교육사
Section 01 전통유가사상과 제도교육의 발달········································· 104
Section 02 주자의 사상과 우리 교육에 미친 영향································· 107
Section 03 고려와 조선의 과거제도의 특징과 양면성 및 영향·············· 111
Section 04 고려와 조선시대 교육의 비교··············································· 114
Section 05 조선시대 서당교육································································ 118
Section 06 이황과 이이의 철학 및 교육관············································· 121
Section 07 개화기의 철학사상과 교육입국조서······································ 126
Section 08 일제시대 교육의 특징··························································· 128
Section 09 해방 이후의 교육·································································· 131
CHAPTER 04
서양교육사
Section 01 고대 그리스 교육과 자유교육의 발전과정···························· 136
Section 02 고대 그리스 사상가의 특징·················································· 141
Section 03 중세교육의 특징과 교육에 미친 영향··································· 147
Section 04 인문주의 교육과 종교개혁···················································· 151
Section 05 실학주의 교육의 특징과 유형··············································· 154
Section 06 로크와 코메니우스의 교육사상············································· 157
Section 07 자연주의 교육의 특징과 루소의 교육관······························· 161
Section 08 국민교육체제의 성립과 발달················································ 167
Section 09 페스탈로치의 교육철학과 교육원리······································ 171
Section 10 헤르바르트의 교육사상························································· 174
Section 11 프뢰벨과 몬테소리의 교육사상············································· 178
Section 12 듀이의 철학사상과 교육의 원리··········································· 181
Section 13 신교육운동과 신교육사상가·················································· 187
CHAPTER 05
교육철학
Section 01 교육철학의 성격과 방법론···················································· 194
Section 02 형이상학과 그리스 철학자···················································· 200
Section 03 20세기 미국의 교육철학······················································· 207
Section 04 인식론과 지식의 종류··························································· 216
Section 05 실증주의, 현상학과 해석학··················································· 223
Section 06 실존주의(Existentialism) ······················································· 232
Section 07 비판이론················································································ 236
Section 08 구조주의················································································ 246
Section 09 포스트모더니즘····································································· 252
Section 10 P-M의 교육적 적용으로의 구성주의···································· 262
Section 11 생태주의와 홀리스틱···························································· 270
Section 12 지식기반사회와 교육···························································· 273
CHAPTER 06
교육사회학
Section 01 사회와 사회변화의 관점 및 교육적 관점····························· 282
Section 02 기능론과 교육······································································· 289
Section 03 교육과 문화·········································································· 295
Section 04 갈등이론················································································ 302
Section 05 신교육사회학········································································· 308
Section 06 해석적 관점과 상징적 상호작용론········································ 314
Section 07 학력경쟁················································································ 322
Section 08 교육격차론············································································ 331
Section 09 교육의 기회균등과 평등······················································· 338
Section 10 교육의 평등성과 수월성······················································· 344
Section 11 공교육의 이념과 구현방안···················································· 348
Section 12 공교육 위기와 교육개혁 방안··············································· 353
Section 13 홈스쿨링과 대안학교···························································· 363
Section 14 평생교육············································································&m