초등학교 인권교육의 문제점과 개선 방향 -도덕 교과서 내용 분석을 중심으로-

Abstract

The purpose of this study is to analyze the contents of human rights education in the moral education curriculum and textbooks of elementary school and to seek directions for improvement in situations where the importance of human rights education is emphasized in the school field. In order to achieve these research objectives, analysis criteria are established through theoretical review of prior studies and related literature, and the 2015 revised moral textbooks of elementary school are analyzed based on these and is suggested where should be improved. The moral textbooks are analyzed focusing on the category and scope of human rights education, and the results are as follows. First, in terms of proportion by category, education for human rights accounts for the largest percent of 44.2, followed by education on human rights by 33.7%, education for human rights the lowest of 22.1 percent. The emphasis on education for human rights showed that elementary school moral textbooks mainly deal with functional aspects of human rights. Second, in terms of proportion by area, the basic conceptual area for human rights is 24.4%, the laws and institutions on human rights area for human rights is 9.3%, and the analysis and resolution of human rights issues is 20.9%, the value and attitude area of ​​respect for human rights. 23.3%, participation and practice in solving human rights issues were 22.1%, showing a generally even distribution, but the laws and institutions on human rights were significantly lower. Based on the above analysis results, the following significant improvement measures could be extracted. Education on human rights requires supplementing the contents of the Basic Concept of Human Rights and developing terminology, and education for human rights requires various case studies related to students' daily lives. In addition, in the case of education through human rights, contents and methods for students to actually participate should be presented. The contents of human rights education should be arranged in a balanced manner by grade and, for human rights education is conducted integratedly, education on human rights, education for human rights, and education through human rights should be presented in one chapter. Based on the implications of theoretical considerations on human rights education and the results of textbook analysis, a research on textbook-oriented school curricula is needed to prevent human rights education from being conducted as a one-time education in elementary schools.