행동발달에 대한 스키너(B. Skinner) 이론의 특징과 장•단점을 설명하시오. -인간행동과사회환경

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행동발달에 대한 스키너(B. Skinner) 이론의 특징과 장•단점을 설명하시오. -인간행동과사회환경에 대한 보고서 자료입니다.

목차

< 목 차 >



Ⅰ. 서 론 ············································································································· 1


Ⅱ. 주입식 교육관과 성장식 교육관
1. 교육의 의미 ·································································································· 1
2. 주입식 교육관 ······························································································· 2
3. 성장식 교육관 ······························································································· 3
1) 자연주의 교육관 ······················································································· 3
2) 진보주의 교육관 ······················································································· 4
3) 실존주의 교육관 ······················································································· 5
4. 주입식 교육관과 성장식 교육관 특징 비교 ······················································· 6
5. 주입식 교육관과 성장식 교육관의 교육적 시사점 ·············································· 6


Ⅲ. 피아제(Piaget)의 인지발달단계 이론
1. 인지발달의 개념과 기본원리 ··········································································· 7
2. 피아제의 인지발달단계이론의 주요개념 ···························································· 8
3. 피아제의 인지발달 4단계 ··············································································· 8
1) 1단계 : 감각운동기(출생~2세) ···································································· 9
2) 2단계 : 전조작기(2~7세) ············································································ 9
3) 3단계 : 구체적 조작기(7~12세) ································································ 10
4) 4단계 : 형식적 조작기(12~성인기이전) ······················································ 10
4. 피아제의 인지발달단계이론의 교육적 시사점 ·················································· 11


Ⅳ. 결론 및 총평 ·································································································· 12


※ 참고 문헌 ········································································································ 12

본문내용

학습이 이루어 질 때 가장 효과적인 교육을 얻을 수 있다는 것이다.
Ⅳ. 스키너(B.F. Skinner) 이론의 장단점
결론 및 총평
유·아동기에서 가장 중요한 활동은 놀이이다. 아동들은 놀이를 통해 최초로 주변 세계와 접촉할 수 있는 기회를 가지게 되며, 이러한 접촉을 통하여 아동은 신체적·사회적·정서적·인지적으로 발달하게 된다.
또한 놀이 활동은 자신들의 세계를 통하여 실제적인 놀이 대상에 몰두하여 대상을 탐색하고 놀면서 스스로 학습을 한다. 특히 놀이 활동 중 소근육을 이용하는 조작놀이는 인지적 발달의 매개체로서 중요한 역할을 한다.
이러한 배경에는 놀이 활동은 유·아동의 생활의 전부이며 이것은 여러 면에서 아동의 환경과 연결을 해 준다. 그리고 유·아동은 놀이 도구들을 통하여 그것이 무엇인가, 어떻게 작용하는가, 그것들로 무엇을 할 수 있는지 알아내려고 한다. 이러한 과정에서 아동은 친숙하지 않는 물체를 탐색하고 이해하려는 경향이 생기며 놀이를 통하여 반복하다보면 자연스럽게 물리적인 세계의 속성을 스스로 알게 된다.
이러한 점을 토대로 주입식 교육이 아닌 유·아동기에 특히 인지적 발달에 영향을 미치는 환경을 고려하고 실제놀이와 접목시킨 연구가 지속적으로 이루어져 유·아동에게 풍족한 미래를 제공해 주었으면 하는 바램을 가져본다.
참고문헌
Kang, Y.H. 2004b. Educational psychology. Academy Press, Seoul, Korea.
강문희 외 2인, 「아동발달론」, 공동체, 2007, p.66.
손혜영, 「행동주의 학습이론을 중심으로 한 수학교육지도」, 울산교육대학교 교육대학원, 2008, 석사학위논문, p.6~8.
박선영 <루소의 자연주의 교육사상에 관한 연구> 인하대학교 교육대학원 2004 석사학위논문
곽선옥 <코메니우스의 자연주의 교육사상과 루소의 음악교육에 관한 연구> 연세대학교 교육대학원 2008 석사학위논문
안인희, Rousseau의 교육론-에밀(서울:양서원, 1990), P15~16.
박선영 <루소의 자연주의 교육사상에 관한 연구> 인하대학교 교육대학원 2004 석사학위논문
교육학용어사전, 서울대학교 교육연구소, 1995. 하우동설
J, Dewey.(1956). The Child and the Curriculum. and London:The University of Chicago Press. p.9.
김효정 <존 듀이(John Dewey)의 진보주의 교육사상이 한국교육에 미친 영향> 숙명여자대학교 교육대학원 2002 석사학위논문
손우정 <마르틴 부버 ‘만남'의 철학이 도덕과 교육에서 갖는 의의> 한국교원대학교 대학원 2010 석사학위논문
이상일 <마틴 부버의 실존에 관한 연구> - 「나와 너」를 중심으로 - 건국대학교 교육대학원 2004 석사학위논문
권준모, 「심리학과 교육」, 학지사, 1998. P.51.
E.J.Wadsworth, 「피아제의 인지발달론」, 정위태 역, 배영사, 1991, P.37
강태훈김기균이대석이주하이정원, 「교육심리학의 이해」, 학이당, 1998, p.67

키워드

인간행동과사회환경,   행동발달에 대한 스키너(B. Skinner) 이론,   의 특징과 장•단점을 설명하시오.,   행동발달스키