초등 교실에서 회복탄력성 증진 방안 = Methods for Promoting Resilience in the Elementary Classrooms

국문 초록 (Abstract)

많은 초등학생이 빈번한 스트레스를 경험하고 있다는 사실이 여러 조사 결과를 통해 드러난다. 초등학생이 삶에서 겪는 스트레스와 역경에 직면하여 긍정적인 발달 결과를 보여주기 위해 반드시 필요한 심리학적 구인이 바로 회복탄력성(resilience)이다. 회복탄력성은 전통적인 3R에 덧붙여 학교교육이 추구해야 할 네 번째 R에 해당한다. `2015도덕과 교육과정`에서는 도덕 교과 공부를 통해 학생이 갖추어야 할 도덕적 기능의 하나로 도덕적 보건 능력을 제시한 바 있다. 새 교육과정에서는 도덕적 보건 능력의 구체적인 요소로 회복탄력성 키우기, 건강한 마음 가꾸기를 강조한다. 초등학교 교실에서 도덕 교사로서 그리고 담임교사로서 초등학생의 회복탄력성을 증진하기 위해 교사는 무엇을 어떻게 해야 하는가? 이 논문에서는 아동의 회복탄력성에 관한 기존의 연구를 개관하고, 그것에 기초하여 초등 교실에서 회복탄력성 증진을 위한 교실 풍토를 조성하는 방법, 회복탄력성 증진에 도움을 주는 생활 기능을 가르치는 방법을 제안하였다.

다국어 초록 (Multilingual Abstract)

Everyone faces adversities in his or her life trajectories because life can be challenging and may include many stressful situations and risk factors. Resilience is the ability to steer through serious life challenges and find ways to bounce back and to thrive. The construct `resilience` is becoming more and more important in the elementary moral education. According to a revised moral education curriculum in 2015, resilience is a part of moral health ability. How can teachers promote students` resilience in the elementary classrooms? In this article, I proposed promising methods for promoting resilience by the two dimensions of classroom climate and life skills. Caring relationship, positive and realistic high expectations, and opportunities for participation and contribution are the core components of resilient classrooms. In this resilient classroom climate, teachers should teach students life skills for resilience such as savoring positive emotions, optimistic explanatory style, and hardiness & grit. The elementary school teachers should bear in mind that resilience is the most important present that they can give their students.

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