초등도덕교육 방법으로서 대화일기 쓰기 사례 연구

Abstract

The purpose of this present study is to offer alternative approach in place of cognitive approach in moral education of elementary school. Cognitive approach in moral education of elementary school emphasizes moral knowledge, moral reasoning, and so on. It succeeded in teaching moral knowledge, moral reasoning. However, it also has produced many issues in teaching and learning the subject of moral education. For example, to many student of elementary school, living in their life is one thing and learning in the school is another. Actually, living in their life and learning in the school are not separated. In other word, knowledge and practice can not be separated. This study suggests some proposal in moral education of elementary school. This study consider some essential methods in moral education of elementary school, namely, narrative approach in moral education of elementary school. Narrative approach in moral education of elementary school can connect knowledge and practices. Cognition, emotion, and behavior in narrative move together. Human beings live in their narrative. Narrative is the style of life. In narrative, human beings construct their lives and make the meaning of their lives. But all narratives are not ethical or moral. Dialogical narrative is ethical and moral. Dialogical narrative is to construct one's narrative together. To make dialogical narrative is open to the other person and evaluation. In dialogical narrative, students are active and conative. Positively, they have activity and learn in dialogical narrative. This study showed that dialogical narrative is suitable for alternative approach in moral education of elementary school. dialogical narrative give meaning to students, teachers, and parents as follows. To students: First, the students of elementary school conform their lives proactively as the lord of their lives. Second, the students of elementary school are reflective beings. Third, the students of elementary school understand the others through investigation and inquiry. Fourth, the solution of moral problems is based on moral imaginative power and creativity. To teachers: First, all teacher ought to understand their students through taking down prejudice about their students. Second, teachers and students make their lives together. Third, teachers ought to believe in their students and trust them.