긍정심리학의 강점을 활용한 초등 도덕과 교수학습 활동

Abstract

In relation to moral lessons, teachers often experience the problem of having difficulty in selecting teaching and learning activities compared to other subjects. This is because it is insufficient to specify the content elements stated in the curriculum and their content elements as achievement criteria. It is necessary to refer to relevant discussions that may contribute to the materialization of content elements. One of the relevant discussions is about the virtues and strengths of positive psychology. Positive psychology aims for a meaningful life, a meaningful life is a life that contributes to a greater subject than oneself, and a greater object than oneself is a pan-cultural shared virtue and its embodied strength. Here, virtue is the shared abstract core value of man, and strength has the character of a kind of virtue that represents how to embody and realize its value. These virtues and strengths of positivity psychology are related at the level of moral core values and content elements in moral curriculum. Thus virtue and strength, and the empirical methods associated with it, can be converted into teaching and learning activities in moral lessons. Comparing its associations at the strength and content element levels, if we select a clearer link by area with moral curriculum, ‘patience’ and ‘Why should I do my best?(patience)’, ‘love’ and "what should I do for the happiness of my family(hyo, friendliness)’, ‘fairness’ and ‘what should I do for a fair society(fairness)’, ‘appreciation power’ and ‘what do people look like when they live beautifully?(love for beauty)’. Focusing on this, I propose an example where the strengths and related methods of positive psychology can be reflected in the embodiment of moral and content elements.