도덕교육을 통한 인권교육의 방향 모색 : 초등도덕과를 중심으로

국문 초록 (Abstract)

본 연구는 인권교육에 대한 국내외적 요구와 초등학교 도덕교과서의 인권교육의 실태 분석을 통하여 인권교육의 원리와 방향을 모색하고 시사점을 밝히는 데에 그 목적이 있다.
이와 같은 연구 목적을 달성하기 위한 연구 문제는 다음과 같다.
첫째, 인권은 어떠한 개념의 변천 과정을 통해 발전되어 왔으며, 인권교육에 관한 내용은 어떠한가? 유엔 아동권리위원회의 한국정부에 대한 권고안은 어떠했고, 인권법시안과 청소년 헌장의 내용은 무엇인가?
둘째, 도덕과 교육과정 및 교과용도서의 내용에 나타난 인권교육의 실태는 어떠한가? 이것들의 문제점은 무엇인가?
셋째, 인권교육의 원리는 무엇인가? 인권교육에 관한 학습기법에는 어떠한 것이 있는가?
넷째, 실제수업은 어떻게 해야 하는가?
이상의 문제를 해결하기 위하여, 본 연구에서는 인권교육의 모형을 기본으로 하여 접근하되, 인권교육에 대한 기초연구 단계와 초등 도덕교육의 인권교육 실태분석 단계를 추가하였다. 기초연구 단계에서는 인권이론 전반에 관해 살펴보고, 인권교육의 이론적 배경을 밝혀보았다.
인권교육의 실태분석은 초등 도덕과 교육과정 및 교과용도서 분석을 통해서 인권교육의 실태 및 문제점을 파악하여 교육적 요구를 추출하였다.
인권교육의 학습기법에서는 유엔 및 지역 인권기구의 참여중심적 인권교육방법에 관하여 살펴보았다. 또한 인권교육의 실제에서는 도덕교과서의 사례를 중심으로 수업지도안을 인권모형을 중심으로 하여 제시하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze domestic and international demand for human rights education and actual state, search for the direction of the principle of human lights education and present a suggestive point.
The followings are the study subjects to accomplish this purpose.
Firstly, Through what concept of change process has human rights developed and what substance have treaty, declaration and report about human rights of UN and local human rights institutions? What did recommend UN Children's right Committee to Korean government and what is the substance of tentative plan of human rights law and Juveniles' Charter ?
Secondly, How is the current state of human rights education shown in the text of moral subject?
Thirdly, What Is the principle of human lights education? What teaching-studying method and evaluating method are there in human rights education ?
Fourthly, How it is Applied In real class? To solve such problems, this study approached based on the model of human rights education but added the phase of fundamental study and current state analysis for human rights education in elementary school moral education. In the phase of fundamental study, general theory of human rights was examined and the theoretical background of human rights was looked into by reviewing treaties, declarations and reports of UN and local human lights institutions. In the current state analysis for human rights, current state and problem of human lights and educational demand for it were identified through the analysis of textbooks of elementary moral subject. For the teaching-studying method of human rights education, the teaching method for the human rights education focused on law of USA and the one focused on the participation of UN and local human lights institutions were examined. In addition, for the test of human rights education, it was indicated by human rights model of teaching guide based on examples of moral textbooks.
The following is the summary of the study results for method of school human rights education in elementary school moral education.
1. Theoretical Base of Human Rights Education
The concept of human rights has been expanded more and more, and developed according to the social demand, and in the aspect of law of rights and responsibilities, it has developed from the viewpoint focused on responsibilities to the one focused on rights. While the first generation human rights(the right of freedom) is focused on individual value, the second generation one(the right to live) and the third generation one(the right of solidarity) are focused on the combined right of the united organization or the entire members of society. In the concept of human right, peace, environmental value, culture, maintenance of racial identification, and healthy economic growth etc are included. In addition, the newly demanded concept of human lights in information & communication society - for example, protective measures against infringement of human rights such as drain of individual information, indiscriminate invasion of pornography industry, illegal activities by hacker or cracker etc. has emerged.
2. Trends of Domestic Human Rights Education
The documentation focused on human rights education has continually provided with the main standard on human rights established by UN its subsidiary organizations and local human lights institutions since 1948. The necessity and what should be of human rights education can be repeatedly confirmed in the standard for human rights prepared by such international agreement. In addition, domestically government encourages the activation of human rights education under preparation for a suggestive plan of Human Rights Law, and Ministry of Culture&physical training revised Rights Charter of juveniles respecting human lights and Ministry of Education is planned to publish Human rights declaration for students.
3. Analyze Actual State of Human Rights Education
In moral subject, human rights education is the part of human education and its curriculum is limited comparing with full text. So, to accomplish human rights education in moral education efficiently, 1 preceded some operations. Firstly, to find contact point with moral textbooks and human right education, I analyze content of moral textbook. Secondly, I analyzed illustrations In moral textbooks and contents of class materials. 4 Class Method in Human Rights Education.
Traditional human right education is described instructive commonly, it shows that human rights is educated as a system of technical and scientifical knowledge that must be memorized by students. Method and strategy of human right education is developed into own method and strategy through following principle in this study. The principle includes experiential method, method centered on activity, method of bringing up problem, participational method and dialetical method.
5 Actual State of Human Rlghts Education in Moral Subject
In curriculum of school, actual class is very important thing that can't be passed by. On this study, elements related to human rights is found in moral textbook and it is applied to various class model. As a result, this study presents class guide in various step.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 인권교육의 연구 = 2
• Ⅱ. 인권의 개념과 변천사 = 5
• 1. 인권의 개념 = 5
• 2. 인권 개념 변천사 = 7
• 3. 아동의 인권 항목 = 8
• Ⅲ. 인권교육의 영역과 교수·학습 과정 = 10
• 1. 인권교육의 영역 = 10
• 2. 인권교육의 학습단계 = 13
• 3. 인권교육의 학습기법 = 13
• Ⅳ. 인권교육의 위치와 도덕과 교과서 분석 = 14
• 1. 도덕교육의 영역과 인권교육의 위치 = 15
• 2. 도덕교과서의 인권교육 내용 분석 = 16
• Ⅴ. 도덕교과에서의 인권교육의 실제 = 21
• 1. 도덕과 수업의 실제 = 21
• 2. 도덕과 수업 지도안 = 29
• Ⅵ. 요약 및 결론 = 33
• 참고문헌 = 36
• 영문초록 = 38