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실천중심 인성지도 방안에 대한 참여관찰 연구 원문보기
(The) Participatory observation study on practice-centered

  • 저자

    이성준

  • 학위수여기관

    순천대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    상담심리전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    iv, 96p.

  • 키워드

    실천중심 인성지도 참여관찰;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10062715&outLink=K  

  • 초록

    This study aimed to diagnose the current practice-centered moral education and present the alternative approach to improve moral education in schools. Specifically, this study explored the following research questions; First, what are the alternatives to the current moral education? Second, what activities are required for the effective moral education? Finally, what are possible ways to strength the relationship between home and school for the continuous moral education? In order to diagnose current contents and approaches of moral education, participatory observations and in-depth interviews were conducted with thirty six students, four teachers and several parents. This study examined the following problems regarding the current moral education First of all, the current moral education is dependent on indoctrination methods, which are mainly based on delivering knowledge and values by traditional teaching methods, so that students have some limitations in understanding why and how those knowledge and values should be applied to their real life situations. Second, moral education classes were not able to stimulate students' learning interest, so that student were not willing to take parts in the moral education class activities. Finally, most parents were not interested in moral education for their children and they were not eager to have partnership to guide and develop their children morally with teachers. Based on those problems, this study presented the following suggestions to make moral education interesting, activated and motivated; First, moral education should focus on microscopic and real-life moral rules which student can easily take, rather than macroscopic, and traditional and conventional moral rules. Second, moral education class activities should be able to make students participate actively and voluntarily in the courses of moral education. Third, it is required to develop various real-life centered programmes of moral education in which student can be allowed to test moral values in the context of real-life situations and create possible new moral values for their future world. Finally, it is required to strength the partnership between teachers and parents to make students have morally good habits and behave morally. And finally, all these suggestions were discussed for education, parents, and education policy makers.


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