도덕교과를 통한 인성교육 실천방안

Abstract

The purpose of this study was to find a way to practice personality education through moral subjects. The need for personality education has recently been emphasized in modern society, which is suffering from a community crisis due to a lack of moral competence. In this situation, personality education in school plays an important role for students who spend a lot of time in school. In particular, since moral subjects have a systematic and professional academic background and are subjects that can demonstrate the ability to develop students' desirable character, personality education centered on moral subjects was studied. However, since the foundation for realizing personality education through moral subjects is not yet sufficient, this study analyzed personality education in moral textbooks to derive limitations and found the direction in which personality education should move. In addition, an example of a class model that can realize this in the school field was devised. The following are the conclusions drawn from this paper. First, it is necessary to systematically organize content by reflecting personality virtues in the moral subject in a balanced manner. In order for students to cultivate all personality virtues evenly and have the right personality, they must ensure that the composition of balanced personality virtues and continuous and linked learning can take place. Second, the fundamental value of personality virtues should not be undermined, and explanations and activities according to changes in the times should be presented in the moral subject. For effective personality education, it is necessary for students to have a moral perspective through understanding and empathy, so that students can sympathize and lead to practice through specific explanations of personality virtues. Third, personality virtues that are socially highlighted and considered important should be presented in many parts of the moral subject so that continuous learning can take place. Personality virtues such as "consideration" are one of the values that provide directions on how to act in daily life in order to live together as a member of the social community. This can be realized through continuous education rather than being learned at once, so it should be internalized into specific practical activities in moral subjects. Fourth, curriculum contents that can enhance students' understanding and draw interest should be organized. Basic content knowledge that is not related to students' reality is difficult for students to accept only knowledge and learn that leads to practice. To solve this problem, it is necessary to organize the contents and class composition of the moral textbook in relation to the problem situation related to real life or experience that students may be interested in. Fifth, effective personality education is achieved through the composition of subjects centered on cooperative activities. Students' learning of personality virtues is established through interaction with others. If the moral curriculum is organized with a higher proportion of cooperative activities than individual activities, interactions between teachers and students, and between students will be positive, resulting in more effective personality education. Effective education can be achieved only when teachers' interest, will, and passion are based and students' active participation can be encouraged in order to link classes that apply the personality education direction and instruction model examples proposed in this study to actual moral classes. In addition, it will be important to link each unit of the textbook with an appropriate instructional model tailored to the learning goal in the actual class. In the future, interest in personality education through moral subjects should be paid, more diverse instructional models should be developed, and research on personality education in various fields should be conducted.