Lauritzen과 Jaeger의 내러티브 설계 모형을 적용한 초등학교 6학년 도덕과 ‘편견’ 단원의 설계

Abstract

The purpose of this study is to explore the direction of design for narrative curriculum. In this study, I designed the curriculum using narrative, a subject of current active research. Narrative curriculum refers to the structure in which students' education opportunity can be organized constructively and analytically utilizing narrative, so that their knowledge and experience can be continually reconstructed. Narrative itself means a curriculum. In the study, the five-stage design template of Lauritzen and Jaeger(1997) model that includes the context, inquires, goals filter, explorations and culminations was applied to designing practical education. In chapter 4, the case of designing the theme of 'diverse culture, happy world' that deals with overcoming prejudices on different cultures in the moral course for elementary 6th grade students was discussed. In specific, the educational content of the designed template include the process of solve problems, The critically, creatively, use technology, communicate, quantify, direct own learning, and cooperate. In applications on individual and social aspects, ability to deliberate on public issues, to interpret human experience; to understand diversity, health habits, Science/Math relationships, humanities. Implementing narrative curriculum based on practical educational view in a country with nation-oriented curriculum development system such as Korea, requires mutual adaptation perspectives for each sides. As such, the role of teachers is a subjective practitioner with the ability of reconstructing curriculum. Finally, the effect from narrative curriculum based on the social practices can be analyzed from the measurement of output, evaluation of curriculum through evaluating process, investigation of students' level of interest on study, and observation on scenes from classes. Education in perspective of practices is an initiation process of practices for the better quality of life, in which individuals can form totality of their lives while studying the tradition. Thus, narrative curriculum is will help professor-learner develop narrative capability.