명화로 도덕 수업을 바꾸다 > 교육학

인성교육의 중심이 되는 도덕 교육은 학생의 바람직한 인격 형성을 꾀하고 정서적ㆍ사회적으로 건강한 사람을 양성하고자 한다는 점에서 그 중요성이 매우 크다 할 수 있다. 따라서 이러한 도덕 교육을 위해 이성과 감성이 공존하는 인간의 본능에 충실한 도덕 수업 방법이 요구된다.
오늘날까지 이어져 내려오고 있는 명화는 당대의 사람들에 의해 만들어진 것이므로 시대의 산물이라 할 수 있다. 등장인물과 사건 등 수많은 내러티브를 품고 있는 명화 작품을 도덕 수업에 적극적으로 들여와 미적 경험과 어우러진 수업을 진행한다면 학생들과 보다 유익한 수업이 가능할 것이다. 특히 시각적 자료에 익숙한 학생들에게 명화를 제시하면 수업의 도입부터 매력적인 학습 자료로써 집중하는 시선을 이끌어낼 수 있다. 도입뿐만 아니라 수업의 전개 과정에서도 명화 작품을 활용하여 교사와 학생, 그리고 학생 상호 간의 생각과 경험을 나누는 과정 속에서 학생들은 자연스럽게 도덕 가치덕목을 내면화할 수 있을 것이다. 따라서 도덕 가치덕목과 만날 수 있는 명화 작품들을 선정하여 머리와 가슴을 따뜻하게 만드는 도덕교육에 중점을 두고 수업 방안을 설계하였다.

목차

머리말 ························································································································· 03
PART 1. 이론 ············································································································ 07
01 도덕 교육의 방향 ·············································································· 08
02 도덕 수업과 내러티브 ······································································ 15
03 명화 내러티브를 활용한 도덕 수업 ················································ 18
04 명화 내러티브를 활용한 도덕 수업 설계 ······································ 22
PART 2. 각론 ············································································································ 33
그림으로 살펴보기 ··················································································· 35
Ⅰ. 성실 ····································································································· 49
01 나를 찾아서 ····························································································50
02 부지런한 배움 ························································································56
03 나의 책장 ·······························································································60
04 시간 속의 나와 내가 가진 것들 ··························································64
05 절약이 주는 행복 ··················································································70
06 최선을 다하는 우리 ···············································································74
07 수많은 점으로 맺은 인내의 결실 ························································78
08 내 안에 있는 감정과 욕구 ···································································82
09 서로 다른 감정과 욕구 ·········································································86
10 내 삶의 주인, 나 ···················································································90
11 나의 힘으로 성장하는 나 ·····································································94
12 정직한 삶 ·······························································································98
13 정직하게 산다는 것 ············································································102
Ⅱ. 배려 ·································································································· 107
01 부모님의 사랑 ······················································································108
02 부모님의 은혜와 보답 ·········································································114
03 가족의 소중함 ······················································································120
04 가족 간의 사랑 ····················································································124
05 우애 깊은 사이 ····················································································128
06 소중한 친구 ·························································································132
07 서로를 생각하며 지키는 예의 ····························································136
08 함께 하는 우리 ····················································································140
09 사이버 공간에서의 예절 ·····································································144
10 마음 모아 갈등 해결 ··········································································148
11 이웃을 돕는 마음 ················································································152
12 더불어 나누는 삶 ················································································156
Ⅲ. 정의 ·································································································· 161
01 함께 지키면 행복한 사회 ···································································162
02 우리는 바른 생활 어린이 ···································································166
03 다름의 가치 ·························································································170
04 다양한 문화 존중 ················································································174
05 평화 통일을 향하여 ············································································178
06 인간으로서 누려야 할 권리 ·······························································182
07 차별받지 않을 권리 ············································································186
08 공정한 사회를 위해 ············································································190
Ⅳ. 책임 ·································································································· 195
01 생명을 지키려면 ··················································································196
02 생명의 숨결 ·························································································200
03 자연 사랑 ·····························································································204
04 아름다움의 의미 ··················································································208
05 참된 아름다움이란? ············································································212
06 나에게 보내는 격려와 존중 ·······························································216
07 되돌아보며 나아가는 삶 ·····································································220
찾아보기 ··················································································································· 224

저자소개

류 재 만
서울교육대학교와 한양대학교, 단국대학교 대학원을 졸업하고 홍익대학교 대학원에서 박사 학위를 취득하였다. 『미술교육학』과 『초등 미술과 교수법』, 『미술교육이론과 사상』, 『재미있는 미술 감상 수업』, 『미술영재교육의 이론과 실제』 외 다수와 2009 교육과정, 2015 교육과정 개정에 따른 초등학교 미술교과서(천재교육)를 집필하였다. 현재 서울교육대학교 교수, 한국초등미술교육학회장이다.

남 순 임
서울교육대학교를 졸업하고 동 대학원에서 초등윤리교육 전공으로 석사학위를 받았다. 2015개정 국정교과서 ≪도덕≫ 3~4, 5~6학년군, ≪안전한 생활≫ 1~2학년군을 집필하였다. 그림으로 창의인성교육 교사연수를 하고 있고, 현재 서울대도초등학교 교사이다.

이 상 민
서울교육대학교를 졸업하고 동 대학원에서 초등미술교육 전공으로 석사학위를 받은 후, University of Arizona에서 미술 및 시각문화교육 박사과정 중에 있다. 다수의 학술논문을 게재하고, 현재 서울풍납초등학교 교사이다.

이 은 영
서울교육대학교와 한국교원대학교 대학원을 졸업하고 교육학 박사학위를 받았다. 서울교대, 한국교원대, 경인교대 등에서 강사를 역임하였고, 현재 서울동자초등학교 교사이다. 미술 교과서 및 ≪음악미술개념사전≫, ≪배움을 여는 미술 교수ㆍ학습 방법≫의 공저 및 다수의 학술논문이 있다.

정 지 연
서울교육대학교를 졸업하고 동 대학원에서 교육연극 전공으로 석사학위를 받았다. 서울교육대학교 초등윤리교육 박사과정을 수료하였으며, 현재 서울등현초등학교 교사이다.

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