도덕과 교육에서 ChatGPT의 활용가능성 및 시사점에 대한 연구: 도덕 딜레마 토론 수업을 중심으로
A Study on the Potential and Implication of Using ChatGPT in Moral Education: Focusing on the Moral Dilemma Discussion
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The purpose of this study is to explore the potential applications of ChatGPT in moral education and to analyze it. Specifically, we seek concrete ways to utilize ChatGPT in moral dilemma discussion model. ChatGPT, a generative and conversational AI technology, is anticipated to be useful in creating moral dilemma narratives and facilitating discussions centered around these dilemmas. Firstly, ChatGPT can be utilized to generate educationally appropriate moral dilemma stories that reflect the developmental level and interests of students, based on its pre-trained vast amount of data. In this case, if teachers adjust the prompts based on the principles of creating moral dilemma stories, ChatGPT could yield valuable educational materials. Furthermore, it is possible to have a moral dilemma discussion with ChatGPT. By clarifying a few simple rules of the discussion and initially stating student's position, a debate involving arguments, refutations, and counter-refutations can take place. In this process, both students and teachers need to fully understand the purpose, process, and features of the moral dilemma discussion. For ChatGPT to be used as a desirable educational tool in moral education, it is important to accurately recognize the general limitations of ChatGPT and its limitations in the context of moral education, and to maintain a complementary relationship between ChatGPT and human educators and students.
Abstract
The purpose of this study is to explore the potential applications of ChatGPT in moral education and to analyze it. Specifically, we seek concrete ways to utilize ChatGPT in moral dilemma discussion model. ChatGPT, a generative and conversational AI technology, is anticipated to be useful in creating moral dilemma narratives and facilitating discussions centered around these dilemmas. Firstly, ChatGPT can be utilized to generate educationally appropriate moral dilemma stories that reflect the developmental level and interests of students, based on its pre-trained vast amount of data. In this case, if teachers adjust the prompts based on the principles of creating moral dilemma stories, ChatGPT could yield valuable educational materials. Furthermore, it is possible to have a moral dilemma discussion with ChatGPT. By clarifying a few simple rules of the discussion and initially stating student's position, a debate involving arguments, refutations, and counter-refutations can take place. In this process, both students and teachers need to fully understand the purpose, process, and features of the moral dilemma discussion. For ChatGPT to be used as a desirable educational tool in moral education, it is important to accurately recognize the general limitations of ChatGPT and its limitations in the context of moral education, and to maintain a complementary relationship between ChatGPT and human educators and students.
참고문헌 (29)
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