도덕과 교재 연구 및 지도법 2판 > 교육학

이 책은 교·사대 윤리교육과에 재직 중인 정창우(서울대), 김혜진(인천대), 김하연(춘천교대), 이인태(공주교대) 교수와 중등학교 도덕 교사로 재직 중인 오유진, 이혜진 선생님이 머리를 맞대고 함께 고민한 결과물이다. 대표집필자인 정창우 교수가 2007년에 『도덕과 교수·학습방법 및 평가』라는 책을 몇 명의 교사들과 공동으로 출간한 바 있지만, 출간 시기가 너무 오래되어 이후의 학문적 동향과 연구 성과를 반영하기 위해 2020년에 이 책을 펴내게 되었다. 그 후, 2022 개정 교육과정이 고시되었고, (국제바칼로레아 과정의 도입 및 확산으로 인해) 논술형 평가의 중요성이 점증하면서 초판에 대한 수정·보완의 필요성이 대두되었으며, 이로 인해 이번 개정판이 새롭게 출간되었다. 

목차

2판 머리말 ························································································································3

제1장 도덕과는 왜 필요한가? ··························································································15

제2장 도덕과 교육과정의 이해 ························································································23

1. 도덕과 교육과정의 개념 및 역사적 변천 ······································································25

2. 최근 도덕과 교육과정의 이해 ······················································································31

제3장 도덕과 교사론: ‘살아있음’의 도덕교육을 위한 도덕교사의 역할 ····························59

1. ‘살아있음’으로서의 도덕교육의 의미: 인문학적 접근 개관 ··········································61

2. ‘살아있음’으로서의 도덕교육의 의미: 생물학 이론과의 해석학적 소통 ·······················63

3. ‘살아있음’으로서의 도덕교육을 위한 도덕교사의 역할 ···············································69

4. ‘살아있음’으로서의 도덕교육의 실천 사례 ·································································76

제4장 도덕과 수업 모형의 이론 및 실제 ··········································································81

| 제1절 | 도덕적 딜레마 토론 모형 1: 콜버그 딜레마 토론 모형 ·······································83

1. 개념 및 이론적 배경 ···································································································83

2. 도덕과 수업에서 활용상의 의의와 유용성 ···································································84

3. 모형의 구조 ················································································································85

4. 모형 활용의 실제 ········································································································86

5. 활용상의 유의점과 교사의 역할 ··················································································89

| 제2절 | 도덕적 딜레마 토론 모형 2: 콘스탄츠 딜레마 토론 모형 ····································92

1. 개념 및 이론적 배경 ····································································································92

2. 도덕과 수업에서 활용상의 의의와 유용성 ···································································93

3. 모형의 구조 ················································································································94

4. 모형 활용의 실제 ········································································································95

5. 활용상의 유의점 ·········································································································99

| 제3절 | 역할놀이 모형 ································································································102

1. 개념 및 이론적 배경 ·································································································102

2. 도덕과 수업에서 활용상의 의의와 유용성 ·································································103

3. 모형의 구조 ··············································································································105

4. 모형 활용의 실제 ······································································································106

5. 활용상의 유의점과 교사의 역할 ················································································108

| 제4절 | 내러티브 수업모형 ··························································································112

1. 개념 및 이론적 배경 ··································································································112

2. 도덕과 수업에서 활용상의 의의와 유용성 ·································································113

3. 모형의 구조 ··············································································································115

4. 모형 활용의 실제 ······································································································116

5. 활용상의 유의점과 교사의 역할 ················································································118

| 제5절 | 가치분석 모형 ································································································121

1. 개념 및 이론적 배경 ·································································································121

2. 도덕과 수업에서 활용상의 의의와 유용성 ·································································122

3. 모형의 구조 ··············································································································123

4. 모형 활용의 실제 ······································································································125

5. 활용상의 유의점과 교사의 역할 ················································································128

| 제6절 | 가치갈등 모형 ·································································································131

1. 개념 및 이론적 배경 ··································································································131

2. 도덕과 수업에서 활용상의 의의와 유용성 ·································································133

3. 모형의 구조 ··············································································································134

4. 모형 활용의 실제 ······································································································136

5. 활용상의 유의점과 교사의 역할 ················································································138

| 제7절 | 가치명료화 모형 ·····························································································140

1. 개념 및 이론적 배경 ··································································································140

2. 도덕과 수업에서 활용상의 의의와 유용성 ··································································142

3. 모형의 구조 ···············································································································144

4. 모형 활용의 실제 ·······································································································145

5. 활용상의 유의점과 교사의 역할 ·················································································146

| 제8절 | 논쟁수업 모형 ··································································································151

1. 개념 및 이론적 배경 ···································································································151

2. 도덕과 수업에서 활용상의 의의와 유용성 ···································································152

3. 모형의 구조 ················································································································154

4. 모형 활용의 실제 ········································································································155

5. 활용상의 유의점과 교사의 역할 ··················································································156

| 제9절 | 프로젝트 학습 모형 ···························································································159

1. 개념 및 이론적 배경 ····································································································159

2. 도덕과 수업에서 활용상의 의의와 유용성 ···································································161

3. 모형의 구조 ················································································································164

4. 모형 활용의 실제(차시별 내용구성) ············································································165

5. 활용상의 유의점과 교사의 역할 ··················································································172

| 제10절 | 협동 학습 모형 ·······························································································176

1. 개념 및 이론적 배경 ····································································································176

2. 도덕과 수업에서 활용상의 의의와 유용성 ···································································180

3. 모형의 구조 ················································································································182

4. 모형 활용의 실제 ········································································································185

5. 활용상의 유의점과 교사의 역할 ··················································································211

제5장 도덕과 수업 전략 및 수업 개발 ·············································································215

| 제1절 | 민주적이고 배려적인 수업 분위기 조성 전략 ····················································217

1. 수업 분위기의 중요성 ·································································································217

2. 민주적 공동체 형성 전략 ····························································································219

3. 배려하는 관계 형성을 위한 수업 전략 ········································································229

4. 나오며 ·······················································································································240

| 제2절 | 도덕과 발문전략 ①: 레스트와 나바에즈, ‘도덕성의 4 구성요소 모형’ 기반 ······243

1. 도덕과 수업에서 효과적인 발문 전략의 중요성 및 일반적 기준 ··································243

2. 레스트와 나바에즈, ‘4 구성요소 모형’ 기반 발문 전략 ···············································246

3. 도덕성의 4 구성요소별 하위 구인 추출 및 발문 구성 ·················································248

4. 도덕성의 ‘4 구성요소 모형’ 활용 수업모형 및 발문 구성 사례 ···································256

| 제3절 | 도덕과 발문전략 ②: 후설, ‘에포케(epoche)’ 기반 ··········································266

1. 후설, ‘에포케’의 이론적 배경 ·····················································································266

2. 도덕과 수업에서 활용상의 의의와 유용성 ··································································268

3. 현상학적 환원 방법론을 활용한 도덕과 수업의 구조 및 적용 ······································269

| 제4절 | 도덕과에서 신문 활용 교육(NIE) 수업 개발 ······················································290

1. 신문 활용 교육(NIE)의 의미 및 목적 ···········································································290

2. 도덕과에서 신문 활용 교육(NIE) 수업의 유용성 ·························································291

3. 도덕과 신문 활용 교육(NIE) 수업의 실제 ····································································295

| 제5절 | 미디어 및 이미지 활용 도덕 수업 개발 ·····························································308

1. 미디어 활용 교육(MIE)의 의미 ···················································································308

2. 미디어 활용 교육의 원칙과 방법 ················································································309

3. 도덕과에서 활용상의 의의와 유용성 ··········································································313

4. 도덕과 미디어 활용 교육(MIE) 수업의 실제 ·······························································316

| 제6절 | 도덕과 6C 논쟁 수업 개발 ···············································································342

1. 개념 및 이론적 배경 ··································································································342

2. 도덕과 수업에서 활용상의 의의와 유용성 ·································································344

3. 수업의 구조 및 개발의 실제 ······················································································346

제6장 도덕과 수업시연 및 수업분석 ··············································································363

| 제1절 | 도덕과 수업설계 및 지도안 작성 ·····································································365

1. 도덕과 수업설계의 특징 ····························································································365

2. 도덕과 교수·학습지도안 작성 요령 ············································································366

3. 도덕과 교수·학습 지도안 예시 ···················································································372

| 제2절 | 수업시연 방법 및 지도상의 유의사항 ······························································382

1. 수업시연 방법 ···········································································································382

2. 지도상의 유의사항 ····································································································385

| 제3절 | 수업분석과 성찰 ·····························································································387

제7장 도덕과 교재 연구 ·································································································391

| 제1절 | 도덕 교과용 도서에 대한 이해 및 활용 방법 ····················································393

1. 도덕과 교과용 도서의 개념 및 범위 ···········································································393

2. 도덕 교과용 도서의 구성 방식 ···················································································394

3. 도덕 교과용 도서의 역할 및 활용 방법 ······································································396

| 제2절 | 도덕 교과서 분석 방법: 외형 및 내용 ······························································399

| 제3절 | 도덕과 검정 교과서 비교분석 방법: 양성평등교육을 중심으로 ························401

1. 분석대상 ···················································································································401

2. 분석기준 ···················································································································402

3. 분석결과 ···················································································································403

| 제4절 | 도덕과 교수·학습 자료의 설계 및 활용 ····························································415

1. 도덕과 교수·학습 자료의 정의 ···················································································415

2. 도덕과 교수·학습 자료의 분류 기준 ···········································································418

3. 도덕과 교수·학습 자료 설계의 기본 원리와 절차 ·······················································423

4. 도덕과 교수·학습 자료 설계의 실제 ···········································································427

제8장 도덕과 수행평가의 방법과 활용 ···········································································439

| 제1절 | 서 론 ···············································································································441

| 제2절 | 수행평가의 필요성 및 의의 ··············································································444

1. 수행평가의 필요성 ·····································································································444

2. 수행평가의 개념 및 의의 ····························································································445

3. 도덕과 수행평가의 의의 ·····························································································447

| 제3절 | 도덕과 수행평가의 여러 가지 방법 ···································································450

1. 서술형 및 논술형 검사 ································································································450

2. 토론법 ························································································································452

3. 관찰법 ························································································································453

4. 연구 보고서법 ·············································································································454

5. 포트폴리오법 ··············································································································456

6. 프로젝트법 ·················································································································457

| 제4절 | 결 론 ················································································································459

제9장 도덕과 논술 지도 및 평가의 기초 ··········································································461

| 제1절 | 도덕과에서 논술 활용의 목적 ············································································463

| 제2절 | 도덕과 논술의 내용 및 지도 방향 ······································································467

| 제3절 | 도덕과 논술의 교수·학습 방법 ···········································································473

1. 가설적 가치선택: 만약 나라면 어떻게 할까? ·······························································473

2. 마인드 맵 ····················································································································474

3. 도덕적 딜레마 토론 ·····································································································475

4. NIE 활동 ·····················································································································476

5. 미디어 활용 ·················································································································477

6. 연속선 전략 ·················································································································478

| 제4절 | 도덕과 논술문 작성 및 평가관점 ········································································480

1. 개요 작성 ·····················································································································480

2. 논술 사례: 도덕적 인간 ·································································································481

3. 도덕과 논술 문제의 유형 및 평가 관점 ·········································································484

제10장 도덕과 논술형 평가 문항의 개발 및 활용 ······························································495

| 제1절 | 서 론 ··················································································································497

| 제2절 | 기존 도덕과 논술형 평가의 특징 분석 ································································499

1. 도덕과 교육과정상 논술형 평가의 특징 ········································································499

2. 도덕과 논술형 평가에 대한 선행 연구의 특징 ·······························································501

| 제3절 | 도덕과 논술형 평가 문항 개발의 방향과 원리 ·····················································509

1. 2022 개정 도덕과 교육과정에 따른 논술형 평가 문항 개발의 방향 ·······························509

2. 도덕과 논술형 평가 문항 개발의 원리 ···········································································512

| 제4절 | 결 론 ··················································································································520

저자소개

정창우는 서울대학교 사범대학 윤리교육과 교수이다. 한국도덕윤리과교육학회 회장, 서울대학교 인성교육연구센터장, 국가 인성교육진흥위원회 위원, 국회인성교육실천포럼 자문위원 등을 역임했다. 중학교 『도덕 1, 2』, 고등학교 『통합사회 1, 2』, 『윤리와 사상』, 『현대사회와 윤리(생활과 윤리)』 과목의 교과용 도서 개발 책임을 맡고 있다. 주요 저서로는 『변혁적 도덕역량 증진을 위한 도덕교육론』, 『토론의 미학』(공저), 『도덕교육의 새로운 해법』, 『21세기 인성교육 프레임』, 『인성교육의 이해와 실천』, 『도덕교육 연구 및 실천의 방향과 과제』, 『교사, 인성교육을 생각하다』(공저), 『도덕과 교육의 이론과 쟁점』, 『도덕과 교수·학습방법 및 평가』(공저), 『윤리와 논술Ⅰ』, 『Teacher Effectiveness』(공저), 『Critical Perspectives on Values Education in Asia』(공저) 등이 있고, 주요 역서로는 『도덕 발달과 실재』(공역), 『논쟁 수업으로 시작하는 민주시민교육』(공역), 『도덕 발달의 이론과 적용』, 『도덕철학과 도덕교육』, 『도덕심리학과 도덕교육』, 『도덕적 민주적 역량, 어떻게 기를 것인가』(공역), 『도덕·가치교육을 위한 100가지 방법』(공역), 『무엇을 위해 살 것인가』(공역), 『정의와 배려』(공역), 『실패하는 학교』(공역), 『다문화주의 윤리학』(공역) 등이 있다.

김혜진은 인천대학교 윤리학과를 졸업하고, 서울대학교에서 교육학 박사학위를 취득하였다. 현재는 인천대학교 윤리교육과 교수로 재직 중이다. 학문적 관심 분야는 도덕교육과 도덕심리학이다. 교육부 『2015 개정 교육과정 교수·학습 자료 고등학교 생활과 윤리, 윤리와 사상, 고전과 윤리』, 『2015 개정 교육과정 범교과 학습 주제 교수학습 자료 인성교육』 개발 연구에 공동연구원으로 참여하였으며, 주요 논문으로는 「회복탄력성 프로그램의 중학교 자유학기 적용 사례연구」, 「도덕과 논술형 평가의 방향과 과제」 등이 있다.

김하연은 한국교원대학교 윤리교육과를 졸업하고 서울대학교 윤리교육과에서 교육학 석사 및 박사학위를 취득하였다. 현재는 춘천교육대학교 윤리교육과 교수로 재직하고 있다. 학문적 관심 분야는 도덕교육, 도덕심리학, 인성교육이다. 역서(공역)로는 『시민성, 시민적 우정과 의무』, 『신경과학과 교육』, 『평화교육』이 있고, 저서(공저)로는 『세계의 시민교육』, 『디지털 시민성 핸드북』이 있으며, 그밖에 2009 개정 교육과정에 따른 고등학교 교과서 『인문학적 상상여행』과 『인문학적 감성과 도덕적 상상력』을 집필하였다. 대표 논문으로 「교사의 인성교육 전문성 측정 도구 개발」, 「교사의 인성교육 전문성 특성의 잠재프로파일분석」, 「예비초등교사의 교직 적·인성 질적 평가도구 개발」, 「긍정심리학의 최적 발달 이론에 대한 고찰: 목적의 기능을 중심으로」 등이 있다.

이인태는 경인교육대학교 초등교육과를 졸업하고, 서울대학교에서 교육학 박사학위를 취득하였으며, 현재는 공주교육대학교 윤리교육과 교수로 근무하고 있다. 학문적 관심 분야는 도덕심리학, 도덕성 측정, 도덕교육 등이다. 교육부의 『2015 개정 교육과정 초등학교 5~6학년군 ‘도덕’ 교과서 집필』, 『2009 개정 교육과정 초등학교 5~6학년군 ‘도덕’ 교과서 집필』, 『2015 개정 교육과정 초등학교 5~6학년군 ‘도덕’ 교수·학습 자료 개발』, 『2015 개정 교육과정 초등학교 3~4학년군 ‘도덕’ 교수·학습 자료 개발』, 한국교육과정평가원의 『2015 개정 교육과정에 따른 초·중학교 도덕과 평가기준 개발』 등에 공동 연구원으로 참여하였다. 주요 논문으로는 「도덕적 공동체 의식에 대한 심리적 접근으로서 사회 정체성에 대한 연구」, 「윤리적 성찰로서 윤리적 사후가정의 효과에 대한 연구」, 「도덕적 사고 능력 향상을 위한 교수·학습방법 및 평가 도구로서 KMDD와 MCT의 활용 가능성에 대한 연구」 등이 있다.

오유진은 서울대학교 윤리교육과를 졸업하고 서울대학교 윤리교육과에서 교육학 석사학위를 취득하였으며 박사과정을 수료하였다. 서울 미래학교, 창덕여자중학교의 도덕 교사를 거쳐 현재는 미국 생활로 인해 휴직 중이다. 학문적 관심 분야는 도덕교육, 도덕심리학, 도덕철학 등이다. EBS 중학 프리미엄 강사로 활동하였으며, 저서로는 『춘천교육대학교 핵심 역량 측정 도구』가 있다. 논문으로는 「역량기반 교육과정으로서 2015 개정 도덕과 교육 과정 내용체계 검토 및 제언」, 「‘살아있음의 도덕교육’ 실천을 위한 도덕 교사의 역할」 등이 있다.

이혜진은 성균관대학교 교육학과를 졸업하고 서울대학교 윤리교육과에서 교육학 석사 및 박사학위를 취득하였다. 현재는 동탄국제고등학교에 재직 중이다. 학문적 관심 분야는 도덕교육, 도덕심리학, 시민교육, 인성교육이다. 2022 개정 도덕과 교육과정에 따른 중학교 도덕, 고등학교 현대사회와 윤리를 집필하였으며, 한국교육과정평가원 『서·논술형 평가도구 자료집』 개발 연구에 공동연구원으로 참여하였다. 주요 논문으로는 「인성함양을 위한 고전 읽기 활동 운영 방안」, 「도덕과를 통한 다문화 교육과정 설계방안」 등이 있다.

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