내러티브를 활용한 도덕과 교육과정 설계 방안 = A Study on Moral Curriculum Design through the Use of Narrative

다국어 초록 (Multilingual Abstract)

Man, as Homo Loquens, is distinguished from other animals, which means human life and behaviors can be understood and explained through his narrative and stories. And it also means that this kind of narrative gives some meaning to one's life and behaviors. In particular, we're expected to understand our moral value which involves moral judgment or value choice through narrative of our moral experience.
Narrative of moral experience includes three major elements of moral dimensions; moral cognition, emotion, and action. Because of the nature and importance of narrative, we should study narrative curriculum about morality.
When one is encouraged to tell his moral experience, he can have a chance to develop moral authority of his own as an author of his story. He can also reflect on himself about the moral experience in the process of his narrative and takes responsibility of his moral cognitive, affective and active dimensions.
From this point of view, stories or narrative can be an influential tool in moral education. The use of narrative can play an important role not only in moral education but in almost every form of education.
Not enough study, however, has been done on how 'narrative' can be best applied to moral education. To educate our students for morally cultivated ones, our present moral education needs to be changed in anyway. What they have learned in the moral curriculum at school can give them a turning point for developing their cognition, emotion and action.
The purpose of this study is set to find a design of moral curriculum on the use of narrative and to make some ideas for this more embodied through practical exemplars.
So this study is done, considering the following.
First, for the design of moral curriculum on the use of narrative, the definition and the importance of narrative, moral education at issue and some links between narrative and moral education are taken into deep consideration.
Second, this study is suggesting some basis of narrative-oriented moral curriculum and principal and direction in designing of the curriculum. And this is also exploring possibility of the best model.
Third, this moral curriculum design is reconsidered in the aspect of setting a goal of moral curriculum, selecting and arranging what has to be learned, developing teaching-learning process and evaluating the result.
We need to make the most of goals in curriculum and some new methods which are best fit for our students' level in a more sophisticated and practical way. And we also need to make those programs work well in our moral classroom instruction.
Therefore, these tasks should be scrutinized and developed in further studies.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 목적과 필요성 = 1
• 2. 연구의 내용과 방법 = 2
• 3. 선행연구의 분석 =3
• 4. 연구의 제한점 = 11
• Ⅱ. 내러티브와 도덕과 교육과정 = 12
• 1. 내러티브의 의미와 중요성 = 12
• 2. 현행 도덕과 교육과정의 문제점과 최근 동향 = 16
• 3. 내러티브와 도덕과의 관련성 = 22
• Ⅲ. 내러티브를 활용한 도덕과 교육과정 설계의 기저 = 29
• 1. 내러티브 중심의 도덕과 교육과정의 가능성 = 29
• 2. 내러티브 교육과정 설계의 근거 = 31
• 3. 내러티브 교육과정 설계의 방향과 원리 = 40
• Ⅳ. 내러티브를 활용한 도덕과 교육과정 설계 방안 = 44
• 1. 도덕과 교육목표의 설정 = 44
• 2. 내용 선정과 조직 = 45
• 3. 교수-학습 방법 = 47
• 4. 평가 = 78
• Ⅴ. 결론 및 제언 = 79
• 1. 결 론 = 79
• 2. 제 언 = 80
• Ⅵ. 참 고 문 헌 = 83
• 영 문 초 록 = 89