초등 도덕과 새 교과용 도서의 체제․구성과 도덕 수업의 기본 방향 (A Study on the Basic Structure of Moral Textbook and Main Activities in Elementary Moral Education)

서지정보

· 발행기관 : 한국초등도덕교육학회
· 수록지 정보 : 초등도덕교육 / 33호 / 61 ~ 108페이지
· 저자명 : 유병열

초록

2007년 2월에 새로이 고시된 도덕과 교육과정에 의거하여 현재 초등 도덕과 교과용 도서가 3․4학년에 이어 5․6학년까지 계속 개발되어 가고 있다. 따라서 새 교과용 도서에 대한 바른 탐구와 이해가 필요한 바, 이에 따라 앞서 수행한 “초등 도덕과 새 교과용 도서 개발의 기본 방향과 교육 내용“에 후속하여, 이 연구에서는 새로이 개발되고 있는 교과용 도서의 체제․구성과 도덕 수업의 기본 방향에 대해 논의, 안내하는 데 중점을 두었다. 구체적으로, 이 연구에서는 먼저 새 교과용 도서의 체제․구성과 도덕 수업의 주된 활동을 구안함에 있어 그 기본 관점이 무엇인지를 논의하고, 이어 교과용 도서 개발의 인격․덕교육적 접근의 기본틀과 하위 수업모형․교재유형 그리고 단원 체제 및 교과서 차시별 구성의 내용과 실제에 대해 탐구하였다. 이어 생활의 길잡이 및 교사용 지도서의 구성에 대해 살펴본 후, 이상과 같은 교과용 도서에 의거한 도덕 수업이 기본적으로 어떻게 구현될 수 있는지를 차시별 수업모형과 주요 특징 및 활동들을 중심으로 논의한 다음, 마지막으로 교과용 도서의 활용상의 유의점에 대해 짚어 보았다.

영어초록

Nowadays, based on the 2007 moral education curriculum, the new elementary moral textbooks have been developed for several years by many teachers, professors, and experts from our whole country. Now, the textbooks for the 3rd and 4th children were already offered and taught in the elementary schools, but the ones for 5th and 6th children are under experiment, after that, will be given to the schools on March of next year.
Then, it is our urgent task to rightly understand the structures of the moral textbooks and have appropriate teaching ability in terms of them. So, in this paper I strived to inquire and introduce the systemic characteristics of the textbooks and the desirable activities of moral teaching-learning based on the new textbooks.
The structures of new textbooks were designed based on the character-virtue approach, so, to rear children`s virtues and character appropriately, it pursued the integrated approach to the three sides and six elements which constructed virtue and character. This is the basic model of the textbook and the general frame of moral teaching-learning. Here, the three sides are made up by cognitive, affective, and active parts of virtue/character and the six elements consist of knowledge and judgement, feeling and will, the behavior skills/abilities and practical habits. And, from this perspective, six sub-teaching models and six types of teaching materials were drawn.
Then, concretely, what frames are adopted in the textbook and what characteristics of moral teaching-learning are required? To answer the question, we need to recognize that the unit of textbook and the teaching-learning are basically made up of five parts. The first part is introduction that consists of theme, introductory remarks, objectives and so on. The second part is to focus on getting moral knowledge and increasing the moral understanding while fostering the affective and active elements. The third is to devote to development of the ability of moral thinking and rational judgements. Of course, the moral emotion, practical will, and behavioral elements are pursued also. The fourth is to reinforce the value internalization and to augment the affective elements and practical inclination. Finally, the fifth part is to synthesize, enlarge the moral learnings into the real life and to strive to practice the moral behaviors..
Here, we can say that the second part is a basic stage, the third part is a developmental stage, and the fourth part is a deepening and intensified stage. After all, through fostering comprehensively and harmoniously the three sides and six elements of children`s moral traits, we strive to do our best to cultivate and develop children`s virtues and character based on the textbooks and moral teaching-learning.

참고자료

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