초등학생들의 사회인습 및 도덕성 발달 평가 도구 개발
The development of evaluation measurement on social and moral reasoning of the elementary school students
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초록
본 연구에서는 콜버그 학파의 이론에 대한 비판에서 출발한 사회인지적 영역이론의 핵심 주장을 개관해 보고, 이에 근거하여 우리나라 초등학생들의 사회인습 및 도덕성 발달의 특성을 파악하기 위한 도구를 개발하는데 초점을 두었다. 이를 위해 사회인지적 영역이론에서 주장하는 영역적 발달 특성에 맞춰 도덕적 영역, 사회 인습적 영역, 도덕과 사회인습이 혼합된 영역 등 3가지 영역별로 각각 3가지씩 평가 도구를 개발하여 예시하였다. 특히, 논문에서는 사회인지적 영역이론에 근거한 초등학생들의 사회인습 및 도덕성 발달 평가 도구가 초등학생들의 일상생활에서 친숙하게 접할 수 있는 문제 상황에 기반을 두고, 평가하고자 하는 영역적 특성에 부합한 질문을 해야 한다는 점을 강조하였다. 또한 종래 콜버그 학파의 딜레마 사태가 지닌 이론적, 실제적 한계를 어떻게 보완할 수 있는지에 대한 함의를 탐구하였다.
Abstract
This paper examined the core ideas of the social cognitive domain theory and the limits of Kohlbergian arguments in view of it. It was also developed the evaluation measurement on social and moral reasoning of elementary and middle school students pertain to each moral, social conventional and mixed issues based on the domain distinction criteria. 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.
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