영역에 적합한 초등 도덕교육의 실천 전략을 통한 초등학생들의 도덕성 함양 방안 연구

Abstract

According to the social cognitive domain theory, young children apply moral criteria to familiar moral issues and distinguish them from conventional, personal, and prudential issues in their judgments and justification. Moral issues are treated as categorical, and universalizable. Whereas morality deals with issues inherent in interpersonal relations, social conventions such as modes of dress, forms of address, sex roles, manners are the arbitrary and agreed-upon uniformities in social behavior determined by social system in which they are formed. The basic criteria of evaluation measurement on social and moral reasoning of students are as follows; Firstly, the evaluation measurement must correspond the issues which students can be well acquainted in their everyday life. Secondly, the students are asked some questions which are appropriate to the developmental characteristics of each domain. In this study, we developed the domain appropriate teaching model of the elementary moral education based on the transaction discussion. The transaction discussion processes we applicated are as follows: 1) the presentation of moral situation(case) 2) the confirm or understanding of moral issues in this case(situation) 3) the finding of the cooperative alternative solutions 4) the reflextion and synthesis. This research was performed through a preliminary study, interview with the elementary school teachers and participation observation to students for developing the moral domain appropriate situations. We also developed 5 moral domain appropriate stories such as stealing, helping, heating, fairness, the mixture of helping and friendship. We applized these moral stories to the moral teaching of 1 grade, 2 grade, 5 grade, 6 grade. The application was carried out through 4 months from May to October, 2006. The 5 teacher took part in this research for the moral domain appropriate moral teaching. The core questions and processes used in this study are as follows: 1) the understanding of moral problems: the thinking about the right or wrong of this problems 2) the differentiation of the aims or intentions of action: the concerns about victims 3) the finding of inter beneficient solutions 4) the practice of the solution. We especially focused on the peer transaction discussion ways in order to promote students' moral development.