도덕과에서 공평교수법의 함의에 관한 연구 = A study on the implications of an equity pedagogy to moral education

다국어 초록 (Multilingual Abstract)

To be effectively implemented in schools, multicultural education must be clearly conceptualized and its various dimensions must be more carefully delineated. In previous publications, James A. Banks has conceptualized multicultural education as consisting of five dimensions: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure. In this paper I tried to explicate the concept of equity pedagogy, describe how it intersects with the other four dimensions, and clarify what it means for teaching and assessment in moral education. In this paper, I defined equity pedagogy as teaching strategies and classroom environments that help students from diverse racial, ethnic, and cultural groups attain the knowledge, skills, and attitudes needed to function effectively within a just, humane, and democratic society. To utilize an equity pedagogy as instruction methods in moral education, teachers should pay much attention to the construction & use of knowledge, culturally responsive teaching, and cooperative learning. Equity pedagogy has important implications for assessment in moral education. Teachers should give students frequent detailed feedback and utilize portfolio assessment. When effectively implemented in moral education, equity pedagogy enriches the moral lives of students and enables them to envision and to help create a more humane and moral society.

참고문헌 (Reference)

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