도덕과 교육과정 구성의 기초 이론 연구 = A Study on the Moral Curriculum Theory

다국어 초록 (Multilingual Abstract)

The ideal human beings in educational viewpoint have pursued self-actualisation and ideal society ought to be support such a man. What is demanding of schooling have formed the man those who is good character as morally anchored man, having factual knowledge, considering and acting. Therefore fundamental tasks of education are internalized some moral sense and conscience to following generation.
Since 1945, history in American Military Government period to the sixth curriculum on going. Especially in the present moral education curriculum alloted time per week diminished from two to one except grade 1 and 2.
But the most problematical issue is that moral education is consistently depended on only Kholbergian Theory as moral judgement centered. What is accomplished on universal levels of moral behavior. A number of critics have argued that Kohlberg/s work has only partially disclosed the problems of moral education. The critics suggested that "how" morality is used does not say what morality is;that universality is highly suspect;that those are missing the affective domain dealing with "guilt", other-relatedness and so on." Kohlberg sees the importance of will in morality he does not give evidence of how to foster its development as an educational objectives. When one have confronted morally conflicts, one's expressed act is neither only cognitive morality nor affective one. The morality, as Slotin (nuclear physicist)'s case suggest, depends on the orchestration of humane caring, objective thinking, and determined action.; it is all three. Moral education is related not only cognitive, affective and act morality but also moral reasoning, understanding and beliefs seviously
A complete taxonomy have three major parts-the cognitive, the affective, and the psychomotor domains. The cognitive development of intellectual abilities and skills. The affective domain includes objectives which describe changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment. Essentially moral behavior, its nature, are more closed the education must be center at affective domain as values and attitude education. In order to values and attitudes those performing and changing, it ought not to be like other knowledge-centered subjects and evaluational methods.
The establishment on theory of values and attitudes education as moral education is suited values clarification that is advocated by the various subprocesses and skills so on. His value internalizing processing are organized feeling, thinking, communicating, choosing, and acting.
Accordingly if we have throughly applicated these processings then cognitive, affective, and act morality will be accomplished the ideal goal of moral education

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 도덕과 교육과정사 6차교육과정 고찰
• 1. 국민학교 도덕과 교육과정 변천사
• 2. 제6차 도덕과 교육과정의 이론적 문제
• Ⅲ. 도덕과 교육의 특성
• 1. 도덕과 교육의 통합성
• 2. 도덕송 중심의 교과
• 3. 정의교육적 특성을 띤 도덕과 교육
• Ⅳ. 도덕과 교육과정의 구성 방향
• Ⅴ. 결 론
• 참고문헌
• ABSTRACT