정서, 무엇을 어떻게 가르칠 것인가? : 초등도덕교육을 중심으로
Emotions, What and How to Teach in Elementary Moral Education
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본 논문은 정서의 의미와 인간의 도덕적 삶에서 정서가 매우 중요한 역할을 한다는 점에 주목하고, 초등학교 도덕교육에서 감정의 이해 및 조절 등 정서교육의 효과적인 방안에 대해 탐구하였다. 즉, 초등학교 도덕교육은 도덕적 앎과 판단 능력의 함양뿐만 아니라 정서 능력 함양에 대한 교육도 조화롭게 병행되어야 한다는 점을 강조하면서, 구체적으로 어떠한 정서관련 기술과 능력을, 어떻게 가르쳐야 하는가?와 관련하여 주로 정서지능과 사회․정서적 학습이론의 관점에서 그 구체적인 방안을 제시하였다. 결론적으로 초등학교 도덕교육에서 정서교육의 목표는 자신과 타인의 정서에 대한 올바른 이해와 적절한 표현 능력, 정서의 조절에 초점을 두어야 하며, 정서교육의 내용으로는 공감, 자제력이 핵심이며, 또한 효과적인 정서교육을 위해 학생들의 발달 특성에 부합한 다양한 활동과 자료를 제시하면서 반복, 체험 및 실천의 방법을 조화롭게 활용해야 함을 강조했다.
Abstract
The purpose of my paper is to examined effective ways on emotion education in the elementary moral education focusing on that our emotions play a fundamental role in our moral lives and that they are at least as valuable here as the actions we perform. In this my paper, emphasizing that we should try to teach harmoniously both moral knowledge and moral judgment and moral emotion, I suggested some specific ways in connection with which emotional competencies and skills and how to teach in view of mainly emotional intelligence(EI) and social and emotional learning(SEL) theory. According to SEL, social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one's life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. And it is also the process of acquiring and effectively applying the knowledge, attitudes, and skills necessary to recognize and manage emotions. Five key competencies such as self-awareness, social awareness, responsible decision making, self-management, relationship skills are taught, practiced, and reinforced through SEL programming. To effectively build the child's emotional competencies in the elementary moral education, we must aimed the goal of emotion education to understanding what I and others are feeling, to proper expression of emotions, and to handling our emotions so that facilitate rather than interfere with the task at hand. Also, I emphasized habituation ways related to various activities and learning materials for the effective emotion education.
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