내러티브에 基盤한 初等學校 道德科 敎育課程 開發 = Development of the Curriculum for Moral education Based on Narrative in Elementary School

다국어 초록 (Multilingual Abstract)

(Abstract)

The purpose of this study is to develop a Moral subject curriculum based on narrative. The biggest issue in the practice of Moral subject curriculum has been the disengagement between Moral education and practice. In the midst of a situation in which the necessity of Moral education is being questioned, there was a need for Moral education to increase students' awareness as moral subject that can have organic relationship with their lives.
Accordingly, the contents of this study are as follow.
First, develop an elementary school Moral subject curriculum based on narrative. Accordingly, explore the educational value of narrative and the possibility of Moral education based on narrative, and analyze the requirements of Moral subject and curriculum through a survey in order to deduce the present condition and issues to explore the direction of curriculum development. In addition, design a development procedure to develop an elementary school Moral subject curriculum based on narrative.
Second, directly apply the elementary school Moral subject curriculum based on narrative to actual Moral subject lessons to examine the effects of Moral subject lessons using narrative.
Narrative has various meanings. First of all, narrative is a story itself. It includes story as lesson subject matter, lesson content and lesson result. In addition, it is one of modes of thoughts that helps to understand humane world that variously changes according to human perspectives and reflects life's needs, as well as enables broader and deeper human imaginations.
Narrative has the following roles. First, it can comprehensively understand human experiences. Second, individuals form their identity through narratology of experience. Third, narratology process of experience is closely related to valuing.
In Moral education that teaches students to live upright lives, narrative can become a good methodical alternative that can organically connect moral life and practice
This study began from the limitation of Moral education disengaged from reality that is brought up during the management of Moral subject curriculum to find its alternative in narrative. Through the assessment of Moral subject requirements and curriculum, the present condition and issues of the management of Moral subject curriculum were identified and the development direction of Moral subject curriculum based on narrative was established. Next, curriculum development model was established and the curriculum was developed to apply it to lesson to examine its effectiveness.
A study method according to the above study procedure is as follows. First of, it explored the educational value of narrative and the possibility of Moral subject education based on narrative through literature research. As for the assessment of Moral subject requirements, survey was conducted on the actual condition of Moral subject lesson with teachers and students. In regards to the curriculum assessment, the characteristics, objectives, content, teaching & learning method and evaluation of Moral subject curriculum were analyzed from narrative perspective focused on the 2007 revised curriculum. Through various requirements assessment, development direction of Moral subject curriculum based on narrative was established, in addition to designing curriculum development model and applying it to lessons.
For the purpose of examining its effectiveness after applying it to Moral subject lesson based on narrative, triangulation was used to increase the validity of the qualitative study method. Triangulation is a method used to increase the validity and reliability of study by re-examining data and assessment results through varying perspective, time, space, situation, etc. (Denzin, 1978; Goetz & LeCompte, 1984). In this study, participant observation was also conducted, in addition to using triangulation of data for collecting various data such as students' writing, student interview, peer teacher participant journal, assistant researcher participant journal, lesson journal of lesson instructor, lesson record data, etc.
In regards to the development direction of Moral subject curriculum, it is necessary to develop Moral subject curriculum based on narrative through the reinterpretation of virtues that focus on students' context and experience instead of existing Moral subject education that focuses on Moral knowledge delivery and top-down virtues.
The development model consists of the steps of expressive outcome presentation, unit recomposition, lesson model development, teaching & learning process design and application and evaluation.
The expressive outcome has a very important meaning in Moral subject that emphasizes process instead of outcome. Learning objectives has been presented mostly in behavioral objectives of using specific behavioral verb based on specific object. Since expressive outcome comprehensively describes the situation or process of education activity in which students will participate, it enable more flexibility in teaching & learning. In this study, expressive outcome has been presented along with behavioral objectives for the Moral subject lesson using narrative.
Curriculum reconstruction is a step of developing the Moral subject curriculum based on narrative to supplement various issues in the management of Moral subject curriculum and units were recomposed. The focus of unit reconstruction was to allow students to practice through various experiences with others by understanding the meaning of moral in the context of experience upon considering their experiences in actual lives.
In regards to the lesson model development, it was developed by establishing the steps of context exploration - presenting in the form of story of learning issues - moral story exploration - creating moral story - reflecting & putting into practice.
Based on the lesson model developed at the above step, students were instructed to explore time, spatial, environmental, emotional and situation contexts in the context exploration for representation. In addition, lesson objectives were presented through story to encourage their participation in the lesson with issues connected to their lives. They were also instructed to explore new meaning of the presented story by reinterpreting it according to their background knowledge and situational context. In addition, they were instructed to write autobiographical story based on their experiences or story of moral imagination to undergo a process of reflection as metacognition and practice the contents that they have learned during unit time.
Focusing on the developed model, it is necessary to apply it in Moral subject lesson for evaluation of cognitive approach on moral knowledge, affective evaluation on practice and behavioral evaluation. Additionally, evaluation on expressive outcome according to unintended result must be also conducted in addition to the evaluation on the result of behavioral objectives and problem solving. Namely, a result of potential curriculum must also be the object of evaluation in addition to the evaluation of clear and specified objective.
The results of developing and applying the Moral subject curriculum based on narrative are as follow.
First, students became more curious with increased level of interest and participation in lesson, as well as improved self-directed learning capabilities in the narrative based Moral subject lesson compared to existing Moral subject lesson.
Second, story centered lessons were conducted in the aspect of lesson method, and process centered lessons were conducted during which lesson subject matters related to students were used and their experiences were recomposed.
Third, students' understanding level and moral practice intent were improved in the aspect of learning understanding level and moral practice intent.
As for a caution in the implementation of Moral subject curriculum based on narrative, it is necessary to present expressive outcome based on students' lives and developmental nature as teacher establishes process centered expressive outcome to make the lesson meaningful. In the aspect of curriculum reconstruction, it is necessary to select subject matters based on students' lives through elaborate planning and preliminary research to allow sharing and communicating information through various methods. In the aspect of lesson application, it is necessary to understand individual experiences, time & spatial context, emotional or sentimental issues to used them in lessons. In the aspect of evaluation, it is necessary to establish a plan for various evaluation methods to evaluate not only specified objectives that have been already planned but also expressive outcome.
The conclusions in the development and application of Moral subject curriculum based on narrative are as follow.
First, it is necessary to present expressive outcome to measure student activities during the lesson process in addition to specified behavioral objectives. Students became more immersed in the lessons with interest upon presenting expressive outcome and it was helpful in practical moral lesson.
Second, units were reconstructed in the reconstruction of Moral subject curriculum based on narrative by using the students' individual experiences and related subject matters as the lesson subject matters. Accordingly, it was possible to cultivate the moral practice intent of students by creating students' sympathy in lesson, sharing their experiences and finding & solving problems together.
Third, it was possible to obtain the result where moral knowledge naturally led to practice through the process of developing the Moral subject lesson model based on narrative, as well as preparing and applying teaching & learning plan.
Fourth, it was possible to create a climate of emphasizing process instead of result such as the attitude during the process of lesson activities and practice intent through the reinterpretation of moral meaning focusing on students' experiences based on narrative mode of thought, as well as meaning making and exploration. Accordingly, students that were less adaptable to lessons also actively participated in the lessons while solidifying their moral intent.
The development of Moral subject curriculum based on narrative is expected to be significantly helpful in cultivating moral humans as the lives that have not been disengaged, and the following recommendations are offered for continuous studies.
Teachers need to collect various lesson materials or information to recompose curriculum by always considering students' individual development or situational and emotional context. Accordingly, there is a need for extensive preliminary research and needs assessment on students, as well as the attitude of communicating with students. In addition, teachers need the wisdom of sharing information on lesson materials by using the community of teacher. In addition, textbook must be changed. It needs to be transformed into a textbook as the process of allowing students to find and make experiences and compose objective, lesson content and process without assistance.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 내용 6
• 3. 연구 방법 및 절차 7
• 4. 연구 범위 및 제한점 20
• Ⅱ. 내러티브와 도덕과 교육과정 21
• 1. 내러티브의 의미와 역할 21
• 2. 도덕과 교육과정의 중요성과 역할 27
• 3. 내러티브 기반 도덕과 교육과정 31
• 4. 내러티브 기반 도덕과 교육과정 개발의 틀 46
• Ⅲ. 초등학교 도덕과 교육의 요구 분석과 교육과정 분석 53
• 1. 도덕과 교육의 요구 분석 53
• 2. 현행 도덕과 교육과정 분석 70
• 3. 요구 분석과 교육과정 분석을 통한 시사점 88
• 4. 논의 90
• Ⅳ. 내러티브 기반 초등학교 도덕과 교육과정 개발 92
• 1. 교육과정 개발 방향 92
• 2. 교육과정 개발 모형 95
• 3. 교육과정 개발 100
• 4. 교육과정 적용 및 효과 탐색 118
• 5. 교육과정 적용상의 유의점 136
• Ⅴ. 결론 및 제언 139
• 1. 결론 139
• 2. 제언 141
• 참고문헌 143
• Abstract 154
• 부 록 161

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