인성교육 활성화를 위한 도덕과 교수학습 개선방안 : 중학교 도덕교과를 중심으로
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Until now, we tried to find teaching and learning methods for humanistic education vitalization by evaluating the meaning and approaching discussion of humanistic education and moral education and the relationship between humanistic education and moral education. This research focuses on various teaching models and characteristics of cognitive, affective and behavioral fields to achieve the effects of humanistic education through moral education as the school field study is important. For an ideal humanistic education, not only a traditional school education is important, but also various types of related informal education from household and social media outputs are needed. If we take into consideration humanistic education taught through the formal school education system as the central axis, moral subject which keeps its goal in establishing the attitude and value as a matured human will have to be the center of humanistic education. Therefore, this paper carried out the research with the limit of humanistic education using standardized curriculum, the most realistic method. For an internally stabilized humanistic education through curriculum education, an evaluation of curriculum, various teaching methods focused on the content of the textbook, and teaching-learning models are essential. This paper focuses on the development of teaching and learning models which mainly contain the message of the combined fields. This research is based on class experience with students in a formal school setting in which humanistic education in practical moral subjects had a significant effect on students. In Chapter 3, the research focuses on finding practical teaching methods by evaluating the basic principles and the fundamental purpose of moral subjects, with the moral subject teachers' consistent research and the practice will instead of implementing the existing, well-known teaching models in class. This research focuses on finding practical methods by which morality and education can play an important role in establishing the main axis of humanistic education in the school environment. There is no doubt that the suggested teaching and learning methods in this research are not enough but can serve as a foundation for future research. Teachers serve as facilitators of morality education in the school environment which is an important place of moral acquisition for students. Many people already agree with the idea that the quality of education cannot overpass the quality of teacher. It is because the abilities and efforts of teachers play an important role in establishing within students a lifelong desire to practice moral behaviors. Therefore, it is imperative that research on teachers' abilities and concerns regarding the teaching of moral subjects continues.