A Study of the Understanding of the Capacity-centered Autonomous Integrated Deepening 2nd Unit in the 6th Grade of Elementary School, and a Proposal of Practical Applications and Explanation: Focusing on Sandel's Theory of Justice and Kohlberg's Moral Debate Class Model

Abstract

Purpose: The purpose of this study was to understand the elementary school moral subject competency-centered autonomous integrated deepening unit and the 6th grade 2nd unit applied in the textbook,propose practical application plans, and provide commentary on the proposal. Methods: To this end, the meaning of a competency-centered autonomous integrated deepening unitthat emerged in the process of applying the 2015 moral curriculum to the school field was explored. A competency-centered autonomous integrated deepening 2nd unit in the 6th grade of elementary schoolwas also examined as a representative example of a competency-centered autonomous integrated deepeningunit. Through this, a new plan that can actually be applied and a commentary on it were proposed. Results: It was necessary to provide an example of a competency-centered autonomous integrateddeepening unit, that was unlike the direction approached in the existing textbook. It was judged tobe appropriate to focus on justice as a core value and moral thinking ability, which is central tocompetency. In order to organize the example into the goals, contents, and methods of the unit, it wasconsidered appropriate to apply the content and development process of Sandel's justice theory, andKohlberg's moral discussion class model and dilemma. In addition, the additional moral subject educationexplanation of the proposal is expected to be used as a meaningful reference in the morals class. Conclusion: The example of a competency-centered autonomous integrated deepening 2nd unit resultingfrom this series of processes is expected to provide new meaning for perspective, both autonomouslyand creatively, in moral subject education in elementary schools.