다양한 가치들의 충돌이 심화되고 있는 현대 사회에서 학생들에게 개방적인 태도로 쟁점에 접근하는 교육적 경험을 제공하는 것이 중요해지고 있다. 본 연구에서는 법적 딜레마를 활용하여 학생들의 법적 사고력을향상시키고 의사소통의 능력을 제고할 수 있는 수업모델을 제안하고자 한다. 이를 위해 기존의 딜레마 수업모형에 법교육 고유의모의재판 수업모형을 결합시켜 보다 체계화된 수업의 절차를 구성하였고, 이를 고등학생들에게 실제로 적용시키는 과정에서 모형을 정교화하였다. 법적 딜레마를 활용한수업모형은 학생들이 높은 관심과 참여도를 보이며 성공적으로 적용되었으나, 수업모델을 확산시키기 위해서는향후 학교 현장의 다양한 상황에 대응하는 수정모델들을개발하고 교사의 부담을 경감시켜주기 위한 수업자료 개발과 연수 등의 지원이 뒤따라야 할 것으로 보인다.
In the 21st century students are more aware than ever before of global issues which are often valued based conflicts, therefore it is becoming increasingly important for students to experience an educational instruction approach which teaches students to address social issues with an open mind. One such approach is to use the teaching-learning process model to introduce issue-centered discussions involving legal dilemmas to develop students’ critical thinking skills and communication abilities. For this study, the dilemma teaching method was elaborated upon by using modified mock trial activities to teach high school students. The implementation of the modified mock trial activities was successful because students were highly interested and involved throughout the class. However, developing more diverse models and teaching materials based on various school contexts are needed to improve the model and to mitigate the burdens on the teachers.
In the 21st century students are more aware than ever before of global issues which are often valued based conflicts, therefore it is becoming increasingly important for students to experience an educational instruction approach which teaches students to address social issues with an open mind. One such approach is to use the teaching-learning process model to introduce issue-centered discussions involving legal dilemmas to develop students’ critical thinking skills and communication abilities. For this study, the dilemma teaching method was elaborated upon by using modified mock trial activities to teach high school students. The implementation of the modified mock trial activities was successful because students were highly interested and involved throughout the class. However, developing more diverse models and teaching materials based on various school contexts are needed to improve the model and to mitigate the burdens on the teachers.
