한국윤리교육학회

This study proposes problems in the 2015 moral education curriculum and matters to be reflected in the research and development of the 2022 moral curriculum through focus group interviews with nine moral education teachers and educational supervisors. Interviews were conducted under the themes of personality and goal, competencies and functions, content system, teaching and learning method and evaluation, and policy support. As a result of the study, the 2015 moral curriculum pointed out the poor composition of core values, confusion in moral and human beings, uncertain status of competencies and functions, problems of value relation expansion methods, and problems of overly detailed achievement standards and teaching and learning directions. In order to solve these problems, it is necessary to reflect the following points when revising the curriculum in the future. First, the core value of each area should be deleted or the basis for selection should be clarified. Second, it is necessary to redefine the status and content of the subject human being. Third, the relationship between competency and function must be reset. Fourth, it is necessary to consider a subject-centered approach as the principle of the content system. Fifth, achievement standards and teaching and learning directions should be strengthened. Sixth, the teacher's right to evaluate must be guaranteed.