Earticle

초록

영어

This research paper is a result of the adventurous group study about the 2022 revised elementary moral curriculum. Recently we are developing it, so we try to report to the journal for advancing it. We strongly hope for the active discusion and productive comments through this paper. In this paper we analyzed the teaching-learning of the 2022 revised elementary moral curriculum as three categories, the teaching-learning for student-agency, the teaching-learning for doing moral, the teaching-learning for multi-integrative moral building. We found a lots of the teaching-learning principle and methods in it. Clearly we analyzed them into three big categories. First of all, in this new revised curriculum student-agency is very important, naturally so emphasized. Student-agency is one of the student-centered approach on the teaching-learning. For developing the student’s moral capabilities, the student must do for themselves, not by teacher, so called student-agency just like tour agency that ogarnise the schedules for the tourists. Secondly, it is the teaching-learning for doing moral. Doing moral is just like a googling that is using the search engine for getting information through computers and smart phones. Doing moral is stressed on the doing moral action by students themselves, not by teachers and others. In this context, students must make questions about the moral issues and inquire them. Its the teaching-learning for doing moral. Lastly, we emphasized in this paper on the multi-integrative moral building. Until now at the moral associations in Korea, moral building leans on the cognitive-affective-behavioral approach. But it is not the cover the new curriculum basic principles. it can not illuminate the cross traits. For example, emphathy is not only in the affective domain at the new curriculum. According to the new revised curriculum, understandings are inclusive the emphasizing other people, so old traditional model for moral building can not catch this cross traits, we need the new model, it is the multi-integrative moral building model. Anyway we studied hard for this paper. we hope for the advancing our idea through many comments for this paper and getting more research with our efforts.

한국어

본 연구의 목적은 공개된 2022 개정 초등 도덕과 교육과정 시안의 교수ㆍ학습의 방향과 방법에 대한 탐구를 통해 학계와 현장의 관심을 불러일으켜 발전적 논의를 이끌려는 데 있다. 본 논의에서 소개된 교수ㆍ학습의 방향과 방법은 ‘포용성과 창의성을 주도하는 사람’을 지향하여 내용 구성의 원리 및 성격과 목표 등을 구성하고 있다. 2022 개정 교육과정이 제안하는 3차원 내용 구성의 원리를 바탕으로 ‘학습자 주도성이 강화되는 교수ㆍ학습’, 도덕과의 교수․학습 실천 원리인 ‘도덕함’과 역량 형성이 상보적으로 강화된 점을 고찰하는 ‘역량강화 실효 적 도덕함 중심의 교수ㆍ학습’, 마지막으로 학습자 개성과 개인차를 고려한 ‘도덕성 형성을 위한 다중중첩의 교수ㆍ학습’으로 2022 개정 초등 도덕과 교육과정 시안의 교수ㆍ학습 특징을 범주화하여 분석하였다.

목차

국문초록
Ⅰ. 성공적인 교육과정 개정이 되길 바라며
Ⅱ. 개정 교육과정에서 교수ㆍ학습의 의미
Ⅲ. 초등 도덕과 교육과정 시안의 교수ㆍ학습 특징
Ⅳ. 여러 교과 시안의 교수ㆍ학습 검토
Ⅴ. 초등 도덕과 교육과정 시안의 교수ㆍ학습 분석
Ⅵ. 한 단계 도약을 위한 발판이 되길 기대하며
참고문헌

키워드

저자

• 이경원 [ Lee, Gyeong-won | 진주교육대학교 도덕교육과 교수 ] 제1저자
• 박영주 [ Park, Young-ju | 울산두서초등학교 교사 ] 교신저자
• 김완수 [ Kim, Wan-su | 익산가온초등학교 교사 ] 공동저자
• 강희원 [ Kang, Hee-won | 광주화개초등학교 교사 ] 공동저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  윤리교육연구 [Journal of Ethics Education Studies]

• 간기

  계간

• pISSN

  1738-0545

• eISSN

  2733-8983

• 수록기간

  2000~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 370 DDC 370