내러티브 접근을 통한 협동심 함양 : 6학년 창의적 체험활동을 중심으로

국문 초록 (Abstract)

요즘은 지식의 홍수라고 할 만큼 지식과 정보를 접할 기회가 많다. 그
러나 이렇게 많은 정보를 한 사람이 모두 다 습득할 수는 없다. 협업을
통해 각자가 가진 정보나 기술, 지식을 공유하고 새로운 가치를 창출해야
한다. 이런 시대 상황을 반영하여 2009 개정교육과정에서도 협동을 강조
함에 따라 본 프로그램을 개발하게 되었다. 학생 스스로의 목소리인 내러
티브를 활용한 이야기나 대화를 이용하여 자기주도적으로 협동심을 함양
하고자 하였다.
본 연구에서는 첫째, 도덕교육 방법으로써 내러티브 접근의 특징과 필
요성을 알아보고 둘째, 왜 협동심 함양을 내러티브적 접근으로 할 것인지
에 대하여 공동체주의자의 입장에서 접근해보고자 한다. 셋째, 창의적 체
험활동에 드러난 ‘협동’과 도덕 교과의 통합 가능성을 알아본다. 마지막으
로 교과서 분석을 통해 ‘협동’ 가치를 결합할 단원을 알아보고 적합한 프
로그램을 개발하였다.
본 프로그램은 6학년을 대상으로 하였다. 교육과정에서 제시되는 창의적 체험활동의 개괄적인 형태를 지켜 학교에서 활용하는데 무리가 없도록
하였다. 프로그램 곳곳에 학생들 스스로의 이야기를 활용하였다. 내용 뿐
아니라 내러티브 수업 모형도 사용하여 수업 내용이나 구성 모두 내러티
브 접근을 활용하였다.
이 연구를 진행하면서 도덕 교과와 창의적 체험활동을 연계하는 선행
연구가 아직 많이 부족함을 알게 되었다. 프로그램을 실제로 적용해보지
못했으나 본 연구를 통해 사회에서 요구하는 인성과 덕성을 갖춘 인재를
육성할 수 있는 작은 기회가 되었으면 한다.
주요어: 창의적 체험활동, 내러티브 접근, 협동심, 도덕과 교육, 통합적 방
법, 교수학습 방법
* 본 논문은 2016년 7월 진주교육대학교 교육대학원 위원회에 제출된 교육학 석사학위 논문임.

목차 (Table of Contents)

• 국문 초록 ···································································································ⅰ
• Ⅰ. 서 론
• 1. 연구의 목적 및 필요성 ······························································································1
• 2. 연구의 내용 및 방법 ··································································································3
• 3. 선행 연구 분석 ············································································································4
• Ⅱ. 이론적 배경
• 1. 도덕교육 방법으로서의 내러티브적 접근
• 가. 내러티브의 의미 ··································································································6
• 나. 내러티브 접근의 필요성 ····················································································9
• 다. 내러티브 접근의 특징 ······················································································12
• 2. 협동심 함양의 내러티브 접근의 필요성
• 가. 협동의 의미 ········································································································17
• 나. 협동심 함양과 내러티브적 접근 ····································································19
• 3. 창의적 체험활동을 통한 협동심 함양
• 가. 창의적 체험활동에 드러난 협동 ····································································21
• 나. 창의적 체험활동과 도덕 교과 통합 ······························································23
• Ⅲ. 내러티브 접근을 통한 협동심 함양 프로그램 개발
• 1. 내러티브 접근을 통한 협동심 함양 프로그램 개발 방향
• 가. 프로그램 구성 근거 ··························································································25
• 나. 프로그램 실행 절차 ··························································································27
• 2. 프로그램 개발
• 가. 교과서 분석 ········································································································30
• 나. 내러티브를 활용한 교수-학습 방법 ······························································32
• 다. 내러티브 수업 모형 ··························································································34
• 라. 프로그램의 실제 ································································································36
• Ⅳ. 결론 ····························································································································52
• ♤ 참고 문헌 ······························································································ 54
• ♤ Abstract ······························································································· 56
• ♤ 부록 ········································································································ 59