세계시민성 함양을 위한 다문화교육 내용 개선 방향에 관한 연구 : 초·중등 도덕·사회과 교육과정을 중심으로 = Study on multicultural education direction for improving foster global citizenship

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out which training is needed in order to cultivate the competencies required in order to accommodate members of the mainstream society as equal members of the community of immigrants in our society transformed into a multicultural society. Increased diversity in a multicultural society has led to an increase in social conflicts, which hit the limits of national civil society integration into existing nationality and thus requires a global citizenship education.
In addition to the existing elements of democratic citizenship, Global citizenship is a understanding of the multicultural society, nature and interdependence between the world community and can be called civil capacity to act. This democratic ideals of human dignity, freedom, equality, social justice (common good) are included in the most basic elements. It is also understood the interdependence of people and groups, including cross-country and knows to respect the competencies line multiple identities based on the understanding and belief in the ability to recognize social responsibility and human dignity (human rights). These universal values and can be drawn with such capabilities and eliminate inequality and discrimination among all members of the global community on the basis of values and to the civic equality to the global citizenship elements
Multicultural education is that everyone should have equal educational content that can be viewed from the perspective configuration in terms of the various ethnic groups and cultural groups, and is about training on social issues and conflicts. Banks insisted inter-disciplinary integrated education for the learning topics are needed regarding transformational approach to the reform of the curriculum. This will highlight the fact that we are part of the curriculum of many topics that do not recognize that consists in pointing out the biased perspective from the point of view of a particular group, and to improve them.
Also Multicultural Education requires that students understand the conceptual definition of global civil components, and ability to be morally staring at the correct point of view to determine the attitudes and behaviors about social issues, knowledge, skills, attitude.
When it comes evaluation our multicultural education and global citizenship that appears in the Education Curriculum is yet in additive approach, but 2009 curriculum and 2015 revised curriculum has global citizenship factors that may resonate internationally is reflected in the curriculum. However, only the Moral and Social studies dealing with multicultural and global citizenship education, it is the lack of an integrated approach between the two subjects. While also dealing with multicultural content in a separate study subject it is insufficient even if transformational approach.
Multicultural education starting from an equal education from the school. Being equal is to respect the diverse cultures within the country, will equip the knowledge, capabilities and attitudes give understanding and respect for the diversity of the world. Even in our school curriculum requires a cross-disciplinary integration efforts reflect the multicultural society in all subjects, the improvement due to the transformational approach is required even in the learning content. It also requires Understanding curriculum design of each component of global citizenship . Understanding of global citizenship factors that may allow students to practice social participation as citizens have a right judgment in global civil component-specific training.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구의 필요성과 목적 1
• 제2절 연구의 범위 및 방법 10
• 제2장 다문화교육의 필요성과 세계시민성에 관한 이론적 배경 12
• 제1절 다문화교육의 필요성과 목표 12
• 제2절 다문화교육과 세계시민교육 15
• 1. 세계시민교육의 필요성 15
• 2. 시민성과 시민교육 16
• 3. 국민국가에서의 다양성과 시민교육 18
• 4. 다문화교육과 세계시민교육의 연관성 19
• 제3장 다문화교육 내용 개선 방향 연구를 위한 준거의 틀 23
• 제1절 다문화 사회통합 모델과 다문화교육 접근법 25
• 1. 다문화 사회통합 모델 유형 25
• 2. 다문화교육과정 개혁을 위한 접근법 27
• 제2절 다문화교육 내용 탐구를 위한 통합교육과정 이해 31
• 1. 통합교육과정의 개념 31
• 2. 통합교육과정에서 지식․기능․인성의 이해 32
• 3. 다문화교육에 있어서 통합교육과정 적용 38
• 제4장 초․중등 교육과정에 나타난 다문화교육 내용 분석 41
• 제1절 다문화교육에 대한 접근법 42
• 제2절 통합교육 관점에서의 분석 46
• 1. 교과별 다문화교육 구성 46
• 2. 교육과정 목표체계에 나타난 다문화 역량 47
• 3. 내용체계에 반영된 다문화 시민성 요소 52
• 4. 학습 성과를 위한 지식, 태도, 기능의 설계 63
• 제5장 세계시민성 함양을 위한 교육내용 개선 방향 69
• 제1절 다문화교육에서 요구되는 교육목표(역량, 인성) 69
• 제2절 다문화교육에 포함되어야 할 시민성 요소 75
• 1. 민주시민성 요소 75
• 2. 다문화사회의 세계시민성 요소 76
• 3. 인성교육에 나타난 다문화교육 관련 내용 분석 80
• 4. 다문화 수용성 증진을 위한 세계시민성 요소 종합 83
• 제3절 세계시민성 요소별 학습내용과 교육과정 구성 방향 87
• 1. 세계시민성과 교육과정에 반영된 시민성 비교 87
• 2. 세계시민성 요소별 학습내용 90
• 3. 세계시민성 요소별 교육과정 구성 방향 102
• 제6장 결론 105
• 참고문헌 108
• ABSTRACT 111