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Analysis on Human Rights Education in Elementary Schools and Suggestions for its Improvement - based on the analysis of moral textbooks -
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초등학교 인권교육의 문제점과 개선 방향 -도덕 교과서 내용 분석을 중심으로-

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Type
Academic journal
Author
Jo SungHyun (전북대학교 대학원 법학과 박사과정) Chung Young Sun (전북대학교 법학전문대학원)
Journal
전북대학교 동북아법연구소 동북아법연구 동북아법연구 제15권 제1호 KCI Accredited Journals
Published
2021.1
Pages
347 - 383 (37page)

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Analysis on Human Rights Education in Elementary Schools and Suggestions for its Improvement - based on the analysis of moral textbooks -
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Research history (2)

2021

Analysis on Human Rights Education in Elementary Schools and Suggestions for its Improvement - based on the analysis of moral textbooks -
Jo SungHyun ,  Chung Young Sun 동북아법연구 2021.01 Academic journal

2020

Content-Analysis and Alternatives on Human Rights Education of Elementary School : based on the analysis of moral textbooks
조성현 법학과 2020.01 Thesis
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The purpose of this study is to analyze the contents of human rights education in the moral education curriculum and textbooks of elementary school and to seek directions for improvement in situations where the importance of human rights education is emphasized in the school field. In order to achieve these research objectives, analysis criteria are established through theoretical review of prior studies and related literature, and the 2015 revised moral textbooks of elementary school are analyzed based on these and is suggested where should be improved. The moral textbooks are analyzed focusing on the category and scope of human rights education, and the results are as follows. First, in terms of proportion by category, education for human rights accounts for the largest percent of 44.2, followed by education on human rights by 33.7%, education for human rights the lowest of 22.1 percent. The emphasis on education for human rights showed that elementary school moral textbooks mainly deal with functional aspects of human rights. Second, in terms of proportion by area, the basic conceptual area for human rights is 24.4%, the laws and institutions on human rights area for human rights is 9.3%, and the analysis and resolution of human rights issues is 20.9%, the value and attitude area of ??respect for human rights. 23.3%, participation and practice in solving human rights issues were 22.1%, showing a generally even distribution, but the laws and institutions on human rights were significantly lower. Based on the above analysis results, the following significant improvement measures could be extracted. Education on human rights requires supplementing the contents of the Basic Concept of Human Rights and developing terminology, and education for human rights requires various case studies related to students' daily lives. In addition, in the case of education through human rights, contents and methods for students to actually participate should be presented. The contents of human rights education should be arranged in a balanced manner by grade and, for human rights education is conducted integratedly, education on human rights, education for human rights, and education through human rights should be presented in one chapter. Based on the implications of theoretical considerations on human rights education and the results of textbook analysis, a research on textbook-oriented school curricula is needed to prevent human rights education from being conducted as a one-time education in elementary schools.
#인권 #인권교육 #초등 도덕 교과서 #인권에 대한 교육 #인권을 위한 교육 #인권을 통한 교육

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공경숙 / 2018 / 2015 개정 교육과정 초등학교 도덕 및 사회 교과서에 나타난 인권교육 내용 분석 google schola 교육부 / 2016 / 2015 개정 교육과정 총론 해설 / 교육부 google schola 교육부 / 2016 / 도덕과 교육과정 / 교육부 google schola 교육부 / 2018 / 초등학교 도덕 3학년 교과서 / 지학사 google schola 교육부 / 2018 / 초등학교 도덕 4학년 교과서 / 지학사 google schola

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