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아무리 중요하다고 하나 교직논술 / 교육학 논술은 1차시험 100점 중 20점만을 차지한다. 「2025 하루 3분 교육학」은 그 20점을 얻기 위한 학습을 효율적으로 돕는 도구다. 이해하기 쉬운 설명, 구조화된 자료, 철저한 기출분석을 통해 교육학에 효율적으로 시간을 투자하고, 남는 시간을 교육과정/전공에 투자해서 전체적으로 합격에 한 걸음 다가가기 바란다.

Ⅰ. 기출분석
- 또출문제 마인드맵 ························································································································12
Ⅱ. 교직실무
1. 교원의 의무 ···································································································································25
2. 교사의 역할 ···································································································································26
3. 교사의 덕목 ···································································································································28
4. 교직관 ·············································································································································30
5. 반성적 사고 ···································································································································32
6. 행정업무 경감 ·······························································································································33
7. 방과후학교 ·····································································································································35
8. 교육법 ·············································································································································36
9. 아동의 권리 ···································································································································38
10. 인성 교육 ·····································································································································40
11. 전인교육 ·······································································································································42
12. 안전교육 ·······································································································································43
13. 학교폭력 ·······································································································································45
14. 회복적 생활교육 ·························································································································47
15. 교육과정·수업·평가·기록 일체화 ·····························································································49
16. 교원의 인간관계 ·························································································································51
17. 학교·가정·지역사회의 연계 ······································································································52
18. 교육청의 지원 ·····························································································································55
Ⅲ. 교육심리학
1. 발달 ·················································································································································58
1) 인지발달이론 ·····························································································································59
① 피아제의 인지발달이론 ·······································································································59
② 비고츠키의 인지발달이론 ···································································································62
③ 피아제 vs 비고츠키 ·············································································································64
2) 성격발달이론
① 프로이트 심리성적 발달이론 ·····························································································67
② 에릭슨 정체성발달이론 ·······································································································68
3) 도덕성 발달이론
① 피아제의 도덕성 발달이론 ·································································································70
② 콜버그의 도덕성 발달이론 ·································································································71
③ 길리건의 도덕성 발달이론 ·································································································72
4) 브론펜브레너 생물생태학적 발달이론 ·················································································74
2. 인간의 특성
1) 인지적 특성
① 지능
㉮ 가드너의 다중지능이론 ···································································································79
㉯ 지능검사 ·····························································································································81
② 인지양식 ·································································································································83
③ 메타인지 ·································································································································84
④ 창의성 ·····································································································································85
⑤ 전이 ·········································································································································87
⑥ 기억과 망각 ···························································································································88
2) 정의적 특성
① 동기 ·········································································································································89
② 동기이론
㉮ 귀인이론 ·····························································································································90
㉯ Dweck의 암묵적 이론 ·····································································································92
③ 불안/시험불안 ·······················································································································93
3. 학습이론
1) 행동주의
① 고전적 조건화 ·······················································································································96
② 조작적 조건화 ·······················································································································98
③ Bandura의 사회인지학습이론 ·························································································104
2) 인지주의
① 형태주의 ······························································································································109
② 정보처리이론 ······················································································································110
3) 인본주의 ···································································································································111
4. 특수한 학습자
1) 학습장애 ···································································································································113
2) 영재 ···········································································································································113
3) 학습부진 ···································································································································113
5. 다양한 심리 효과 ·······················································································································114
1) 피그말리온 효과
2) 낙인 효과
3) 자이가닉 효과
4) 최신 효과
5) 초두 효과
6) 후광 효과
Ⅳ. 교육방법 및 교육공학
1. 교수와 학습 ·································································································································120
2. 교수·학습 지도의 원리 ·············································································································121
3. 교수·학습의 유형 ·······················································································································122
1) 문답법 ·······································································································································123
2) 강의법 ·······································································································································123
3) 토의법 ·······································································································································123
4) 시범 ···········································································································································124
5) 역할놀이 ···································································································································124
6) 프로젝트 학습 ·························································································································124
7) 플립러닝 ···································································································································125
8) 협동학습 ···································································································································125
① 협동학습의 기본원리 ········································································································125
② 협동학습의 장점 ················································································································126
- 5 -

③ 협동학습의 단점 ················································································································126
④ 협동학습 수업모형 ············································································································126
㉠ STAD 모형 ······················································································································127
㉡ TGT 모형 ·························································································································128
㉢ TAI 모형 ··························································································································129
㉣ JIGSAW 모형 ··················································································································129
4. 학습이론
1) 객관주의 패러다임 ·················································································································132
2) 구성주의 패러다임 ·················································································································132
5. 교수·학습 이론 ···························································································································136
1) Glaser의 수업모형 ·················································································································136
2) 완전학습모형
① Carroll의 학교학습모형 ····································································································137
② Bloom의 완전학습모형 ····································································································138
3) Bruner의 발견학습 ·················································································································139
4) Ausubel의 유의미 수용학습이론 ························································································140
5) 가네의 목표별 수업이론 ·······································································································141
6) Keller의 학습동기이론 ··········································································································142
7) 구성주의 수업이론
① 인지적 도제 학습 ··············································································································146
② 인지적 유연성 이론 ··········································································································147
③ 구성주의 학습환경 설계이론 ··························································································148
④ 정착수업 이론 ····················································································································150
⑤ PBL (문제중심수업) ··········································································································151
6. 교육공학 ·······································································································································154
1) 교수 설계
① ADDIE 모형 ························································································································155
② 딕 & 캐리 모형 ··················································································································156
2) 교수 매체 ·································································································································159
- ASSURE 모형
7. 소셜미디어 활용 ·························································································································161
8. E-러닝 ··········································································································································162
1) 원격 학습 ·································································································································163
① 실시간 쌍방향 수업
② 콘텐츠 활용 중심 수업
③ 과제 수행 중심 수업
2) 블렌디드 러닝 ·························································································································163
Ⅴ. 생활지도와 상담
1. 생활지도 ·······································································································································169
- 생활지도의 정의, 목표, 영역, 기본 원리, 실천 원리 ··················································169
2. 상담 ···············································································································································171
- 정의, 목표, 기본 원리, 목표 설정 시 고려할 점, 상담 기법 ······································172
- 상담이론 ····································································································································206
① 인지적 상담
- 6 -

㉮ Ellis의 REBT 상담이론 ·································································································175
② 정서적 상담
㉮ Adler의 개인심리학 상담이론 ·····················································································177
㉯ Rogers의 인간중심 상담이론 ·····················································································178
㉰ Perls의 게슈탈트 상담이론 ·························································································179
㉱ Glasser의 현실치료 상담이론 ·····················································································181
③ 행동적 상담
㉮ 행동중심 상담 ················································································································182
㉯ 해결중심 상담 ················································································································183
Ⅵ. 교육과정
1. 교육과정의 유형
1) 공식성 정도에 따른 분류 ·····································································································190
① 공식적 교육과정 ················································································································192
② 잠재적 교육과정 ················································································································192
③ 영 교육과정 ························································································································192
2) 교육내용 구성원칙에 따른 분류 ·························································································195
① 교과중심교육과정 ··············································································································196
② 경험중심교육과정 ··············································································································197
③ 학문중심교육과정 ··············································································································199
④ 인간중심교육과정 ··············································································································201
⑤ 역량중심교육과정 ··············································································································202
3) 의사결정자 수준에 따른 분류 ·····························································································204
① 국가 수준 교육과정 ··········································································································207
② 지역 수준 교육과정 ··········································································································207
③ 학교 수준 교육과정 ··········································································································207
④ 교사 수준 교육과정 ··········································································································207
2. 교육과정 재구성 ·························································································································208
3. 2022 개정 교육과정 ·················································································································211
4. Bloom의 교육목표분류 ·············································································································221
5. 교육과정 개발모형
1) 타일러의 합리적 모형 ···········································································································223
2) 스킬백의 학교중심 교육과정 개발모형 ·············································································227
3) 워커의 숙의모형 ·····················································································································229
4) 백워드 설계모형 ·····················································································································231
5) 아이스너의 예술적 접근 모형 ·····························································································234
6. 교육과정 실행 ·····························································································································237
7. 교육과정 통합 ·····························································································································241
Ⅶ. 교육평가
1. 교육평가의 기초 ·························································································································246
1) 교육평가의 목표와 기능 ·····································································································248
2) 교육관 ·······································································································································249
3) 교육평가관 ·····························································································································250
2. 교육평가의 유형 ·······················································································································251
- 7 -

1) 평가 기준에 따른 분류 ·········································································································253
① 규준참조평가 (=상대평가) ·································································································254
② 준거참조평가 (=절대평가) ·······························································································254
③ 성장참조평가 ······················································································································255
④ 능력참조평가 ······················································································································255
2) 평가 시기에 따른 분류 ·········································································································257
① 진단평가 ································································································································258
② 형성평가 ································································································································258
③ 총괄평가 ································································································································258
3) 평가 방법에 따른 분류 ·········································································································259
① 양적평가 ································································································································259
② 질적평가 ································································································································259
4) 학생이 주체가 되는 평가 ···································································································259
① 자기평가 ································································································································259
② 학생 상호 평가 ·····················································································································259
5) 기타 ···········································································································································260
① 수행평가 ································································································································260
② 과정 중심 평가 ····················································································································263
3. 평가도구의 양호도 ···················································································································266
1) 타당도 ·······································································································································266
① 내용타당도 ····························································································································267
② 구인타당도 ····························································································································267
③ 결과타당도 ····························································································································268
④ 준거타당도 ····························································································································268
㉠ 공인타당도 ··························································································································268
㉡ 예측타당도 ··························································································································268
2) 신뢰도 ·······································································································································269
① 재검사신뢰도 ························································································································269
② 동형검사신뢰도 ····················································································································269
③ 내적일관성신뢰도 ················································································································269
㉠ 반분검사신뢰도 ··················································································································269
㉡ 문항내적합치도 ··················································································································269
Cf) 신뢰도 높이는 방법 ···········································································································270
3) 객관도 ·······································································································································271
① 채점자내신뢰도 ····················································································································271
② 채점자간신뢰도 ····················································································································271
4. 척도법 ·········································································································································273
1) 리커트 척도 ···························································································································273
2) 써스톤 척도 ···························································································································273
3) 거트만의 척도분석법 ·············································································································273
4) 오스굿의 의미분석법 ·············································································································273
Ⅷ. 교육사회학
1. 사회를 보는 관점 ·······················································································································278
1) 거시적 관점 ·····························································································································278
- 8 -

2) 미시적 관점 ·····························································································································281
2. 교육평등 ·······································································································································283
1) 기회의 평등
① 허용적 평등
② 보장적 평등
2) 내용의 평등
③ 조건의 평등
④ 결과의 평등
3. 교육과 문화 현상 ·······················································································································286
1) 문화지체 ···································································································································287
2) 문화실조 ···································································································································287
3) 다문화 교육 필요성 ·············································································································288
4) 다문화 사회에 대한 관점 ·····································································································288
5) 다문화 교육이론 ·····················································································································288
4. 공교육 ···········································································································································290
5. 사교육 ···········································································································································292
6. 청소년 비행이론 ·························································································································294
1) 개인특성 접근이론 ·················································································································294
① 생물학적 이론
② 심리학적 이론
2) 상호작용측면 접근이론 ·········································································································295
① 의사결정이론
② 하위문화이론
③ 사회학습이론
④ 차별접촉이론
⑤ 낙인이론
3) 사회 환경 접근이론 ···············································································································296
① 아노미 이론
② 중화 이론
③ 사회 통제 이론
7. 학교효과 ·······································································································································297
8. 교육과 선발 ·································································································································299
9. 학력상승이론 ·······························································································································300
1) 학습욕구이론
2) 기술기능이론
3) 상응이론
4) 지위경쟁이론
5) 국민통합이론
Ⅷ. 교육행정 ·········································································································································304
1. 교육행정 이론의 발달 ···············································································································305
2. 지도성 ···········································································································································306
1) 지도성 이론 ·····························································································································307
① 특성이론 ······························································································································307
② 행동이론 ······························································································································307
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③ 상황이론 ······························································································································307
④ 변혁적 지도성 ····················································································································308
⑤ 분산적 지도성 ····················································································································308
⑥ 카리스마적 지도성 ············································································································309
⑦ 문화적 지도성 ····················································································································309
⑧ 초우량 지도성 ····················································································································310
3. 동기이론 ·······································································································································312
1) Herzberg의 동기-위생이론 ··································································································313
2) Maslow의 욕구위계이론 ·······································································································314
3) Alderfer의 ERG이론 ··············································································································315
4) 기대 x 가치 이론 ···················································································································316
4) Mcgregor X-Y이론 ················································································································317
4. 학교경영 ·······································································································································320
5. 학급경영 ·······································································································································323
6. 조직 ···············································································································································324
1) 공식조직 ···································································································································325
2) 비공식조직 ·······························································································································325
3) 학습조직 ···································································································································325
4) 관료제 조직 ·····························································································································326
5) 이완결합조직 ···························································································································326
cf) 이중조직 ·····························································································································326
7) 조직화된 무질서 조직 ···········································································································327
7. 교육기획 ·······································································································································328
8. 교육정책 ·······································································································································329
- 교육정책 결정모형 x 6 ············································································································330
9. 교직문화 ·······································································································································332
1) 학교문화(슈타인포흐&오웬스) ·····························································································333
2) 교직문화(로티) ························································································································333
10. 교원연수 ····································································································································335
11. 교원의 전문성 개발 ················································································································337
1) 장학 ·······································································································································338
- 장학의 유형 ······················································································································340
㉮ 수업장학 ··························································································································341
㉠ 수업연구중심 동료장학
㉡ 협의중심 동료장학
㉯ 약식장학 ··························································································································341
㉰ 선택적 장학 ····················································································································341
㉱ 동료장학 ··························································································································341
㉠ 수업연구중심 동료장학
㉡ 협의중심 동료장학
㉢ 연수중심 동료장학
㉲ 멘토링 장학 ····················································································································342
㉳ 자체연수 ··························································································································342
㉴ 자기장학 ··························································································································342
㉵ 컨설팅장학 ······················································································································343
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2) 학교컨설팅 ·····························································································································344
3) 교원학습공동체 ·····················································································································345
Ⅸ. 객관식 기출문제 정답 및 참고문헌 ·························································································347