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NTIS 바로가기한국융합학회논문지 = Journal of the Korea Convergence Society, v.9 no.9, 2018년, pp.229 - 243
최인숙 (서울벤처대학원대학교 융합산업학과) , 채명신 (서울벤처대학원대학교 융합산업학과)
The purpose of this study is to develop a personality education program that can enhance the virtues of elementary school students, self-esteem, Consideration communication, self-control, honesty courage by using coaching methodologically, To improve the personality virtue. The subjects of this stud...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
인성교육이란? | 인성교육은 기본적으로 자신 및 타인과의 관계에서 건강하게 살아가는데 필요한 성품(인성덕목)과 역량을 길러 다양한 상황에서 적절히 활용하며 더불어 살아갈 수 있도록 돕고자 하는 것이다[8,9]. 하지만 인성교육의 방법론으로 기존의 교수․학습방법은 교사 주도적으로 성품의 내면화 및 실행력까지 도달하지 못하고 인지적 측면에 머무르는 한계점이 있다[2]. | |
KEDI 인성검사결과 인성덕목의 구성은 어떻게 되었는가? | ‘KEDI 인성검사’는 교육부의 수탁으로 한국교육개발원에서 개발한 신뢰성 있는 초·중등학생 인성수준 검사 도구로서 학교 및 학급차원의 인성교육 효과성 검증에 활용되고 있다. 전국의 1,184개 학교의 39,218명의 학생을 대상으로 인성덕목의 탐색적 요인분석 결과, “자기존중, 성실, 배려·소통, 책임, 예의, 자기조절, 정직·용기, 지혜, 정의, 시민성”인 10개의 인성덕목으로 구성되었다[6]. | |
초등학교 교사들이 생각하는 인성교육의 문제점과 필요한 부분은 무엇인가? | 이러한 노력에도 불구하고 아직까지는 인성교육을 위한 체계적 문제해결 전략과 접근법을 제시하지 못하여 인성교육진흥법의 실효성을 걱정하고 있으며, 학교현장에서의 인성교육은 일부 문제 학생들을 위한 생활지도로 간주되는 경향도 크다[5]. 초등학교 교사들이 인식하는 인성교육의 문제점은 구체적인 실천방안을 제시해주지 못하는 것(87.5%)이며, 초등학생 발달특성에 따른 흥미도를 고려한 학급단위 인성교육 프로그램을 가장 필요로 하고 있다[6]. 수많은 연구자들이 인성교육의 방향을 다각도에서 고민하고 있으며, 학교실정에 맞는 유용하고 실용성 있는 인성교육의 필요성은 함께 노력해야 할 숙면 과제이다[2]. |
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