The purpose is to analyze the content elements of character education presented in middle school social studies textbooks of the 2015 Revised Special Education Basic Curriculum and the Basic Social Studies Curriculum for students with disabilities. Th...
The purpose is to analyze the content elements of character education presented in middle school social studies textbooks of the 2015 Revised Special Education Basic Curriculum and the Basic Social Studies Curriculum for students with disabilities. The following research questions were set up to analyze the achievement criteria of social textbooks for middle school students by personality factors.
First, what about the 2015 Revised Special Education Curriculum 'Personality Education' presented in the basic social studies curriculum?
Second, what about the contents of 'character education' presented in middle school social textbooks and teachers' guide books for the basic curriculum?
The analysis targets the 2015 revised Basic Special Education Curriculum, middle school social studies textbooks and teachers' guide books. There are total six books – social studies Basic Curriculum, two teachers' guide books and three middle school textbooks. The social studies basic curriculum analysis was presented by using the (Table Ⅲ-2) character education content analysis framework, but the main contents of character education were presented by linking the main contents of character education to the core elements of the personality education.
The textbook analysis was based on the teacher's guide books and analyzed the personality factors of each subject of the one period. As a result, the contents of character education according to the contents of the basic curriculum middle school social textbooks are as follows.
First, looking at the contents of personality education presented in the basic curriculum of social studies, the curriculum is organized for students to experience the self-reliance of the individual, the relationship with others, and the development of democratic citizens as a member of society. The living space has been expanded from individual life to citizen life, and experience has been deepened from the formation of basic living habits to the life of forming and maintaining social relationships with others, participating in various social activities and practicing in one's own life. In addition, although the proportion of personality factors at the social level was significant, the content factors such as basic concepts and theories were unsatisfactory, and the content elements such as globalization following changes in modern society were not mentioned.
Second, the contents of personality education presented in the basic curriculum, middle school social textbooks, and teachers' guide books are positive in terms of personality education as the contents and materials of personality education vary as the grade increases. The content of character education consists of contents that can be practiced in everyday life about attitudes and values. In addition, as the grade rises, personality factors by dimension and by detail are evenly distributed, and the proportion of personality factors at the social level in the distribution by grade and overall grade is the largest. This seems to have led to an increase in personality factors that are needed as much as the spatial expansion of the values and attitudes needed in the relationship with the environment surrounding individuals.
In the hope that these will help develop special education and educate the personality of disabled students, I would like to make the following suggestions for follow-up research.
First, since there is a lack of research on the recently revised 2015 Basic Special Education Curriculum, each curriculum and textbook study will have to be done.
Second, this study conducted curriculum and textbook analysis in relation to personality education of disabled students, and a follow-up study on the school site of personality education conducted by schools will also be needed.