초등 도덕과 수업에서의 논술 지도 방안: 초등 4학년 도덕과를 중심으로

Abstract

Writing an essay is a writing task to systematize opinion and express it under the certain topic. First of all students need to discuss and debate enough over the content of moral textbook. Then when they systematize their thought and write a logically legitimate essay, students can acquire desirable values. Acquiring desirable values makes students put into good behavior. As desirable values have internal consistency, they are more likely to carry his or her values into a good behavior. Once students acquired desirable values, they could improve their thinking skills and judgement about moral virtues. Moreover, they are able to have moral passion and will in the affective aspect. In the behavioral aspect, they finally behave morally by planning their behavior appropriately in the context. The teaching process of essay writing is first to analyze moral education curriculum and textbook of 4th grade and then to choose the topic for essay. It means to choose adequate topic for essay after analyzing the learning object of textbook as well as the aim of curriculum, which consists of four domain such as Individual, family․neighborhood․school, society and nation․race. Second, it is to elicit learning element in each aspect of morality, which would be the content of essay and the evaluation items. In the cognitive aspect, students understand the meaning of virtues, recognize the importance of virtues and write an essay through the process of judging in the conflict situation. In the affective aspect, students write an essay based on what they reflected and imitated in the moral model case. In the behavioral aspect, while writing an essay, students justify their practical behavior that is (legitimate) suitable to a various moral context and procedure. In this article, for the phased essay writing focused on the learning element, three kinds of teaching-learning lesson plan examples are provided in the cognitive, affective and behavioral approach.