중등 ‘도덕과’ 교육과정의 혁신 방안 모색

Abstract

In this thesis, the structural problems of the national secondary ‘ethical’ curriculum revised in 2015 were examined, and the ways to seek renovation of moral education in the secondary curriculum to be revised were searched. In the middle school curriculum, the ethics subject has been divided as a separate subject and designated as a compulsory subject, so enough chance of moral education is being given. Yet, in the middle school curriculum of the ethics subject mainly dealing with ethical matters, the contents of philosophy and religion must be introduced at the level of middle school students in the future. In addition, in the elective subjects, too, in relation to the ethics subject, ethics, philosophy, religion and others need to be combined with science and other academic areas so that the opportunity of moral education can be given to help students lead the era of the 4th industrial revolution in creative ways. In the high school curriculum, the ethics subject has been included in the social science subjects, so it has been organized not into a compulsory subject but into the 'integrated social science’ subjects, so there's the problem that the learning hierarchy of the ethics subject from an elementary school to a middle school has been degraded considerably. Moreover, because the elective ethical subjects related to the social science subjects in the area of ethics, philosophy and religion and the elective subjects of the curriculum of liberal arts in the area of life and liberal arts have been organized sporadically, there's also a problem in the connection among subject areas and subject groups. Accordingly, in the high school curriculum to be revised later, the ethics subject needs to be separated from social science subjects, and 'integrated ethics' has to be newly established as a compulsory common subject, which is different from ‘integrated social science’. When the learning hierarchy of the whole ethics subjects from an elementary school to a middle school and a high school is considered, the argument that an ‘integrated ethics’ subject should be newly established by independently separating ethics subject from the high school curriculum is valid and reasonable. Furthermore, the establishment of 'integrated ethics' apart from ‘integrated social science’ is to integrate the elective subjects related to moral subjects that are sporadically organized in the social science subject group of the science area and the liberal subject group in the area of life and liberal arts, so it has enough meaning of consilience. Ir also has the meaning of integrating the original study of moral subjects into ethics, philosophy and religion. In addition, in the high school curriculum, the elective subjects in the social science subject group and the liberal arts subject group in relation to ethics, philosophy and religion need to be developed with the proper characteristics of each area, and the elective subjects combined with other academic areas should be established so that the system of future-orientes moral education can be established. Based on this study, it is expected that the secondary ‘moral’ curriculum can be innovated and that grounded on the ethical subjects, long-term plans for the education of reflective self-awareness and creative thinking will be able to be established in all subjects.