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도덕·윤리과 교육의 학제적 접근의 정착과정: 도덕·윤리과 중등 교사 양성을 위한 교육과정 및 이수과목을 중심으로 : The Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 정세구 | - |
dc.date.accessioned | 2010-12-15T22:27:57Z | - |
dc.date.available | 2010-12-15T22:27:57Z | - |
dc.date.issued | 2004 | - |
dc.identifier.citation | 사대논총, Vol.68, pp. 113-134 | - |
dc.identifier.issn | 1226-4636 | - |
dc.identifier.uri | https://hdl.handle.net/10371/71629 | - |
dc.description.abstract | The secondary school subject of moral and ethics education in Korea, SInce it's
entering into the formal courses of study upon the 3rd curriculum amendment in 1975, has paved the way to the establishment of interdisciplinary approach, particularly since the middle of nineteen eighties. The purpose of this study is to examme how much of interdisciplinary characteristics appeared in terms of the teacher training curriculum for moral and ethics education and the selection of required subjects for the acquisition of teacher certificate. This study IS to point out three main events for the establishment of interdisciplinary approach. First, a nation-wide seminar which was held in 1985 through the attendance of all the professors belonging to the department of National Ethics Education decided the formation of teacher training curriculum that contained three groups of interdisciplinary courses, i.e.,humanity, social science plus ideology problems peculiar to Korean situation. Second, the ministry of Education notified in 1994 the courses for the acquisition of teacher certificate eligible for the teaching secondary moral education on interdisciplinary principle. The courses included 'Korean Ethical Thought', 'Ethics', 'Theory of Democracy', and 'Education for the Unification of Korea'. The first two courses were categorized into the field of humanity and the latter two were categorized into the field of social SCIences. Third, the ministry of Education notified agam on interdisciplinary principle in 2000 three groups of the courses for the acquisition of teacher certificate eligible for the teaching secondary moral education. The first group designated one compulsory course named 'Theory of Moral and Ethics Education' in terms of subject matter education area. The second group designated two courses of selection from the five courses of humanity nature including 'General Theory of Ethics', 'Oriental Thought of Ethics', 'Western Thought of Ethics', 'Korean Thought', and 'Reading of Ethics Classic'. The third group designated two courses of selection from the five courses of Social Sciences including 'Theory of Democracy', 'Theory of National Security', 'Theory of National Unification', 'Theory of Democratic Citizenship Education', and 'Moral Psychology'. | - |
dc.description.sponsorship | 본 연구는 서울대학교 사범대학 발전기금으로 이루어졌음. | - |
dc.language.iso | ko | - |
dc.publisher | 서울대학교 사범대학 | - |
dc.title | 도덕·윤리과 교육의 학제적 접근의 정착과정: 도덕·윤리과 중등 교사 양성을 위한 교육과정 및 이수과목을 중심으로 | - |
dc.title.alternative | The Establishment of Interdisciplinary Approach for the Secondary Moral and Ethics Education in Korea | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | Chung, Sae-gu | - |
dc.citation.journaltitle | Journal of the College of Education (사대논총) | - |
dc.citation.endpage | 134 | - |
dc.citation.pages | 113-134 | - |
dc.citation.startpage | 113 | - |
dc.citation.volume | 68 | - |
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