KCI등재
도덕과 협동학습에 관한 연구 = A Study on the Cooperative Learning in Moral Education
저자
유병열 (서울교육대학교 윤리교육과)
발행기관
학술지명
권호사항
발행연도
2001
작성언어
Korean
KDC
375.2
등재정보
KCI등재
자료형태
학술저널
수록면
1-25(25쪽)
제공처
Nowadays we ar living in a liberal-individualistic society. That society has its own various merits, but, at the same time, many people have to live with more pains because, in such society, the severe competitions dominate·human relations and everyday life. This is why we urgently need the cooperative learning in the process of human development and especially in moral education. But, when we look around our moral education field, we unfortunately realize that there are little researches related to cooperative moral learning. This was why I got down on this study and set up the purpose of the study to inquire the theory of cooperative learning in moral education.
I discussed three topics in this study. Firstly, I suggested that cooperative learning has some theoretical rationale, which can be composed of ethical bases, psychological foundations, and moral educational usefullness. Not only the cooperative learning has such rationale as Korean traditional ethics, Social Ethics, Communitarianism but also it is based on Behaviorism, Social Cohesiveness Theory, Cognitive Development Theory, and Cognitive Elaboration Theory. In addition, it can contribute to our hope to bring up moral children if we rightly use it in moral education.
Secondly, I analyzed several modes of cooperative learning that can be used in moral education. Especially in the process of this examination, I could verified the useful eight modes such as Peer Tutoring, Learning Together, Jigsaw I and II, Group Investigation, Co-op Co-op, Student Teams-Achievement Division, and Teams-Games-Tournaments. Actually, these modes of cooperative learning have many good educational utilities that were proved by several strict scientific experiments. So, we can use these modes in moral education safely and with confidince.
Thirdly, I discussed some pratical conditions and using principles of cooperative learning in moral education. As the result of those arguments, it was become obious thing that If we appropriately use the cooperative learning in order to develop childrens morality, it is nevessary for teachers to have enough knowledge about the theories of cooperative learning and to acquire in advance the skills that are indispensible for operating those special teaching-learning activities.
Of course, As some specialists argued, we fully know that cooperative learning has some its own defects. For example, when we consider our educational situations, there can be more overloads on the side of the teachers and, if we practice the cooperative learning in short periods, it may be impossible to attain the expectant achievements. So, we need to have wisdom and reflective thinking when we use the cooperative learning method in moral education.
But anyway, in spite of those weakness, it is obious that the cooperative learning has many characteristics and good advantages. Generally speaking, the cooperative learning in moral education can be defined as the very highly structured learning mechanism that contributes to the development of children's morality through the cooprative teaching-learning activities. It firmly rejects the competition centered- and the individual centered learning structure. On the other hand, it insists the consideration and reponsibility for others and collaboration with colleagues on the basis of interdependence.
In addition, cooperative learning accords with the educational paradigm that pursues the harmony between person and community. And it has the merits to give people the good socialization experiences in modern society and to prepare us the power to adjust ourselves to the social-economic changes in high tech-information society. Therefore, if we use cooperative learning appropriately and effectively, it can be very useful and valuable teaching method. So, it is necessary for us to acquire the theoretical knowledge and practice skills about cooperative learning and to actively apply it to moral education.
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