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.

머리말 / 3 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 ㆍ 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 ㆍ 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 ㆍ 참고문헌 ············································································132 제4장 학습자의 인지적 특성 ··························································135 제1절 지능 ············································································137 제2절 창의성 ·········································································155 제3절 인지양식 ·······································································166 제4절 감성지능 ·······································································169 제5절 지능ㆍ창의성ㆍ인지양식의 교육적 활용 ····································174 ㆍ 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 ㆍ 참고문헌 ············································································198 제6장 기억과 전이 ·······································································199 제1절 기억 ············································································201 제2절 기억의 강화 ···································································205 제3절 망각 ············································································208 제4절 학습의 전이 ···································································212 제5절 연습 ············································································215 ㆍ 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 ㆍ 참고문헌 ············································································252 제8장 정신건강과 스트레스 ···························································255 제1절 학교교육과 정신건강 ·························································257 제2절 학습자 및 학교의 스트레스 ··················································269 ㆍ 참고문헌 ············································································292 제9장 생활지도와 상담 ·································································295 제1절 생활지도 ·······································································297 제2절 상담 ············································································312 ㆍ 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 ㆍ 참고문헌 ············································································347 찾아보기 ··············································································348