고등학교 사회과 법교육에 관한 연구 = (A) study on the Law-Related Education in Social Studies of the Senior High School

다국어 초록 (Multilingual Abstract)

We have to get the knowledge on the law for ourselves rather than make the lawyers take charge of the law since the law functions as a style of living which has a great effect on our daily lives. But if we look at the high school curriculums of our country, the relative importance of the law-related contents in social studies is gradually lessened and the law-related contents are not mentioned at all in the 7th school curriculum
This study is to look into the general contents of the theory of the law-related education and analyze the changes of the contents of the each school curriculums. It also inquire into the problems in law-related education, analyze the contents in rLaw and Society, , an intensive elective course for substantial law-education, and look for the solutions to the problems in the 7th school curriculum.
The method of study is to collect antecedent research materials and file the changing processes according to each period of school curriculum. After closely analyzing the contents of 「Law and Society, an intensive elective course, in the 7th school curriculum, we got the following results.
The problems in the law-related education of the senior high school are as follows.
The first : The contents of the law-related education has been contracted. From national foundation to this time, the quantity of the law-related education has been continuously decreased.
The second : It does not have the proper subject's name as an independent subject because the systematic contents in law-related education are indistinct and dim.
The third : There is no the sequences of the contents in law-related education. Since the law-related education from elementary school to high school does not obviously present the systematic contents in our educational circumstance, the constitutional law and the general law are mingled without any criterions or organized as separate units.
The fourth : Despite the necessity of developing a variety of textbooks, the law-related books of high school level run short for no reason at all.
The fifth : The teachers specializing in the law-related education are wholly lacking in our educational circumstance.
The sixth : It is necessary to organize an elaborate and systematic curriculum rather than construct a short-sighted curriculum in law-related education.
The improvement plans in law-related education are as follows
The first : The law-related education should be organized as an independent subject. By organizing 「Law and Society」 an intensive elective course, in 7th school curriculum as a required subject, it should be thaught in senior high schools for the proper law-related education.
The second : It is necessary to develop the appropriate textbooks. By making the teachers on the active list participate in the development process, the textbooks containing both the consciousness of law and the knowledge on law needed in high school curriculum should be developed.
The third : The development of audiovisual materials is essential. The audiovisual materials containing diverse and actual examples should be developed in order to be used in classrooms.
The fourth : The softwares for teaching and learning should be developed. The students should be allowed to look for cases, judicial precedents, and a code on the internet.
The fifth : The group studying on the law should be activated to improve the law-related education.
The sixth : A teachers' training school responsible for the law-related education is needed.
The seventh : The law-related education should be accompanied with not numerating or memorizing the knowledge on law but forming the consciousness of law and teaching the value of law.
The eighth : In the 7th school curriculum, the optional activities, 6hours a week , should be considered to be used to teach the law-related education for more than two hours a week.
The ninth : We should have the place of law education be in a triangular position and present the contents of law-related education that are systematic and related to the real life in consideration of the level of students.
In conclusion, the integration-centered curriculum is also the result of inconsistently organizing the courses with disregarding the characteristics of the subjects. We have to reform the integration-oriented curriculum in order to train experts of law-related education and teach the law with effect. Also, the government should be willing to provide supports and endeavors to train those who are specializing in the law as good teachers and develop the textbooks.

목차 (Table of Contents)

• 목차 = i
• I. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구의 내용과 방법 = 3
• II. 법교육 이론 = 3
• 1. 법교육의 의의 = 3
• 2. 법교육의 원리 = 6
• 3. 법교육의 목표 = 8
• (1) 법교육의 일반적 목표 = 8
• (2) 법교육의 행동 영역별 목표 = 9
• (3) 제7차 교육과정에서의 고등학교 '법과 사회' 과목의 목표 = 13
• 4. 법교육의 내용 = 15
• III. 교육과정별 법 교육 내용 분석 = 17
• 1. 교수요목기 (1945~1954) = 18
• (1) 개정 과정과 특징 = 18
• (2) 고등학교 사회과 개정내용과 법 단원의 분석 = 18
• 2. 제1차 교육과정기 (1954~1963) = 19
• (1) 개정 과정과 특징 = 19
• (2) 사회과 개정내용과 법 단원의 분석 = 20
• 3. 제2차 교육과정기 (1963~1974) = 22
• (1) 개정과정과 특징 = 22
• (2) 사회과 개정 내용과 법 단원의 분석 = 23
• 4. 제3차 교육과정기 (1974~1981) = 25
• (1) 개정과정과 특징 = 25
• (2) 사회과 개정내용과 법 단원의 분석 = 25
• 5. 제4차 교육과정기 (1984~1988) = 27
• (1) 개정과정과 특징 = 27
• (2) 사회과 개정내용과 법 단원의 분석 = 28
• 6. 제5차 교육과정기 (1988~1992) = 29
• (1) 개정 과정과 특징 = 29
• (2) 사회과 개정 내용과 법 단원의 분석 = 29
• 7. 제6차 교육과정기 (1992~1997) = 30
• (1) 개정 과정과 특징 = 30
• (2) 사회과 개정 내용과 법 단원의 분석 = 31
• IV. 제7차 교육과정의 법교육 내용 분석 = 33
• 1. 제7차 사회과 교육과정 = 33
• (1) 교육 과정 개정의 중점 = 33
• (2) 사회과의 성격 = 34
• (3) 사회과의 목표 = 35
• 2. 주요 개정 내용과 법 단원의 분석 = 36
• 3. '법과 사회' 과목의 내용 분석 = 40
• (1) 교과서의 구성 체제 = 40
• (2) 내용분석 = 40
• V. 법교육의 개선 방안 = 59
• 1. 제7차 교육과정에 나타난 법교육의 문제점 = 59
• (1) 법교육 내용의 양적 축소 = 59
• (2) 독립된 교과명의 부재 = 61
• (3) 법교육 내용의 연계성과 법체계의 부족 = 64
• (4) 다양한 교재의 개발 부족 = 64
• (5) 법교육 전공 교원 부족 = 70
• (6) 일관성 있는 교육과정 편성의 부재 = 70
• 2. 법교육의 개선 방안 = 70
• (1) 법과목의 공통필수 과목화 = 71
• (2) 적정한 교과서 개발 = 73
• (3) 시청각 교재 개발 = 74
• (4) 교수학습 소프트웨어 개발 = 75
• (5) 법교육 학회 활성화 = 75
• (6) 법교육 전공 교원 양성 = 75
• (7) 올바른 법의식 형성 교육 = 77
• (8) 재량활동 시간의 활용 = 77
• (9) 법교육 영역의 확고한 위치 확보 = 78
• VI. 결론 = 79
• 참고문헌 = 81