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YOKSA KYOYUK RONJIP(History Education Review)

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수록범위 : 1권0호(1980)~74권0호(2020) |수록논문 수 : 759
역사교육논집
74권0호(2020년 06월) 수록논문
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KCI등재

12015 개정 교육과정 <한국사> 교과서들은 역사학습의 '다원적 관점(multiperspectivity)'을 어떻게 담았는가?

저자 : 방지원 ( Bang¸ Ji-won )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 3-44 (42 pages)

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For student learners, the multi perspective of history is a lens for insight into the past and the present. The process of forming one's own lens, by exploring the past through various lenses, is ultimately important in the process of historical understanding in multi perspectives. To do so, it is necessary to consider all three aspects inherent in the concept of multi perspective in the history textbook and class teaching design. According to studies at home and abroad, the multiperspectivity as a historical learning method and composition principle emphasizes that as a curriculum designer, teachers and textbook authors should provide learning opportunities to develop the ability to read historical source according to historical research norms. It also emphasizes careful design of learning experiences that address the multidisciplinary perspectives of subjects on the layers of time that extend from past to present. “Korean History” of the 2015 revised curriculum is very regrettable in terms of understanding history from a pluralistic perspective. The curriculum basically maintained the chronological framework of the national narrative, and focused on the delivery of core knowledge with the dry and concise statements as much as possible. Therefore, the textbooks of “Korean History” developed based on this have a common limit. There were many shortcomings in setting up various perspectives of historical interpretation to relativize nationalcentered narratives. And There were many problems that were customary in the activities for student's inquiry. It was confirmed that the historical inquiry, which has been a key part of the textbook since the 7th curriculum, has various structural problems even though it has to play a very important role in the history learning from a pluralistic perspective. For example, students had to approach dichotomously to past people's perspectives, or be indifferent to the relevance between different perspectives.,Even, there were cases where the author's judgment on historical events should be accepted. This is not a problem of textbooks, but it should be regarded as the current status and limitations of our history education. In the future, we should make efforts to set up more sophisticated learning topics and design learning activities.

KCI등재

2독일의 평화 지향 역사교육- 노르트라인베스트팔렌 중등 II 역사 핵심교수계획(2014)의 사례 -

저자 : 정용숙 ( Jung¸ Yong-suk )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 45-75 (31 pages)

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This study examines Germany's peace-oriented history education, focusing on the state of North Rhine-Westphalia (NRW). In Germany, peace education in history courses was inspired by the social movement for peace in the 1970s and has been integrated into the school curriculum since the 1990s. This study analyzes the Core Curriculum for Secondary School II History, a revised curriculum for history in upper secondary school, presented by NRW in 2014. Among the seven essential fields of contents in this curriculum, which were reconstructed as historically comprehensive, the last field, “Peace treaties and peace regimes in the modern era,” categorized the capacity for peace-building as an inevitable element of history education. The content runs through modern Europe's peace history-from the Peace of Westphalia, Vienna Settlement, Treaty of Versailles, Cold War, and German unification to European integration.
This study analyzes the following: first, the characteristics of the Core Curriculum with regards to structure, goal, and detail; second, the innovations and problems, especially with the last theme “Peace treaties and peace regimes in the modern era,” and finally, its application in school lessons, focused on the teaching model presented by the state. In conclusion, the Core Curriculum systematically introduced “peace” as an essential element of history education. However, this resulted in some challenges, for example, keeping abreast with the latest trends in peace studies and addressing them through the methodology of history education. In this regard, dialogues among historical studies, education of history, and history teachers are ongoing. Thus, cooperation and collaboration between peace practice and history education is an ongoing challenge.

KCI등재

32015 교육과정 이후 역사교육을 위한 상상력 - 평화·민주주의를 지향하는 역사교육의 가능성 -

저자 : 김육훈

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 77-110 (34 pages)

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42015 초등 역사 교육과정에 대한 교사의 인식과 학생의 역사 이해

저자 : 박선경 ( Park¸ Seon-kyeong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 111-156 (46 pages)

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The 2015 Elementary History Curriculum is defined by 'the restructuring of content surrounding the key concepts', 'topic-oriented integrated composition', 'topic-based composition centered around historical figures and cultural history', and 'the distributed arrangement of prehistoric age and contemporary history'. However, the researchers of history education went further to highlight the key concepts in which the academic structure and essence of the subject are not disclosed. They also identified the mechanical association lacking contextuality, the emphasis on national history and the reduction of life history, and the application of the expanding environmental approach to the history field, as issues associated with the 2015 Elementary History Curriculum. This study would examine the responses of students and teachers concerning the difficulties raised with regards to the 2015 Elementary History Curriculum by the department of history education.
As a result of interviews conducted among teachers and students, most teachers acknowledged that the key concepts of the elementary history curriculum, only include concrete historical facts. They indicated that the amount of learning had increased excessively, and knowledgeoriented history classes were provided. The teachers agreed on the use of the integrated approach in social studies, in addition to the purpose and direction of local history education for third and fourth grade students. Even so, they encountered various obstacles in preparing an appropriate teaching method. There was found to be a considerable number of teachers who agreed that history education should promote national identity, as well as those concerned about the problems caused by instilling patriotism through history education.
The third graders could easily understand the prehistoric age through stories; however, no meaningful learning took place concerning the evolution of tools without historical context. As the fourth graders had recently encountered Korean history from various paths, they found national history to be more interesting than local history. The fifth graders did not understand the actions of historical figures in the context. They had difficulties in learning about cultural properties, since the terms were unfamiliar, and they did not encounter them often in their everyday lives. The sixth graders had a strong tendency to think of history as a subject that needed to be memorized and did not understand the flow of Korean history accurately. This kind of perspective toward history can be attributed to the ill-considered revision of the curriculum.
Lastly, this study has the following proposals for elementary school history education: First, it is necessary to change the current curriculum, which requires students to memorize knowledge to one that creates opportunities for historical inquiry. Secondly, elementary school history classes should be a venue for students to experience and learn about history in a vivid and captivating manner. Thirdly, it is necessary to pay more attention to life history. Empty history education, which does not represent the dynamic lives of people, is a significant obstacle to students' acceptance of meaningful history.

KCI등재

5“이 사람들은 스포츠맨 정신이 없었어요”: 학생들의 사회문화적 정체성과 세계사 이해

저자 : 김진아 ( Kim¸ Geena )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 157-208 (52 pages)

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Employing a sociocultural perspective as conceptual framework, this study investigated how U.S. students understand a variety of topics from world history, and how their sociocultural identity influenced their understandings. Two world history classrooms in a Catholic school were selected on a convenience basis. I observed these two classrooms for 10 months and conducted task-based, pair interviews with 66 students in the two classes. Findings indicated that students' sense of identity, which was constructed based on their sociocultural backgrounds, influenced the extent to which they felt connected to various world history topics. Their analyses of and moral responses to world history topics were grounded in their identity and values as Christian U.S. citizens and finally drove the specific narratives they constructed. From these findings, I argue that in learning world history, students are mainly concerned with confirming their own sociocultural identity, rather than expanding their perspectives, which is contradictory to the main purpose of world history curriculum.

KCI등재

6회고록을 활용한 다원적 관점의 여성 독립운동 학습

저자 : 김현경 ( Kim¸ Hyun-kyung )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 209-241 (33 pages)

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In this study, we analyzed the activities of women independence activists and the meaning of their lives in the memoirs of women who participated in the independence movement.
In the memoir, the life of a women independence activist can be divided into three types. First, they personally participated in the independent struggle. They participated in the patriotic struggle and raised funds or gathered soldiers for the independence war. Through propaganda Activities, they promoted anti-Japanese sentiment and encouraged participation in the independence movement as well. Second, the social base of the independence movement was established. They strived to take care of families of those who participated in the independence movement and to maintain the Korean community in economic and educational aspects. It was the role of women's independence activists to cultivate national consciousness and to maintain the sustainability of the independence movement by organizing education and social events of Korean community. Also it was their responsibility to support the key figures in the Provisional Government of the Republic of Korea and to take care of the independence activists and their families. Third, they show the social role and gender recognition of male and female. It was the role of women to keep the household economy or to support the family. This shows that male-dominated patriarchal attitudes persisted in families and societies in which they lived during the independence movement.
After identifying various aspects of the women's independence movement in the memoir, this study developed the teaching program for students to understand the women's independence movement.
The results of applying history class plan are as follows. First, students were able to find various aspects of the women's independence movement through memoirs. Second, through the activities of imagining the reason for selecting the behaviors and thoughts of historical figures in the memoirs, pluralistic views could be developed. Third, in the process of constituting the meaning of independence movement, its value could be internalized.

KCI등재

72014~2020학년도 대학수학능력시험 <동아시아사> 문항 내용타당도 분석

저자 : 정선희 ( Jung¸ Sun-hee )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 243-282 (40 pages)

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< East Asian History > was newly selected as a high school advanced elective subject in the 2007 Revised Educational Curriculum. This change, led by the government, was based on the discourse on East Asian History and the efforts from the academia. Scholastic ability tests can be seen as both the end and the start of an educational curriculum, they serve the purpose of measuring how much of the lessons plan have been achieved by the students after teaching and learning.
This research analyzes the content validity of 140 questions from the College Scholastic Ability Test's < East Asian History > section from 2014~2020. 2009 and 2011 Revised Curriculum were compared and analyzed, and the components of the exam was examined by question type and year. Questions were divided into subjects of politics, economy, society, and culture based on the goal of < East Asian History >, and an additional category was added which combines two or more of the topics in a question. Furthermore, using the division of time periods suggested in the chapters of the curriculum, the proportion of questions on each time era was examined. The result of the analysis showed that the questions were centered on the topic of politics, Chapter V(mid 19th~1945).
Achievement standards were used as a reference in order to inspect the questions' compatibility with the educational curriculum. The questions were first divided by the educational curriculum that was applied and then categorized using the achievement standards. In this step, the compatibility with achievement standards was found, and commonalities among the incompatible questions were also identified.
Without active research and search of new materials with the accumulated question bank, it will be difficult to create questions with high discrimination index. Since it is difficult to create questions targeting the same content and achievement standards using the limited amount of resource, it is likely there will be questions outside the content covered in the curriculum. Hence, in order to write questions that test historical knowledge from different angles, we will need < East Asian History > experts focusing on different subfields and time eras. In addition, there is a need for further research accomplishments related to < East Asian History > in the field of history. This will lead to the development of academic resources for the history instructors and will become the driving force that helps < East Asian History > settle into the school environment.

KCI등재

84차 산업혁명 시대의 역사교육 - 대학 역사교육에서 '역사하기(Doing History)' 컨셉 활용하기 -

저자 : 박혜정 ( Park¸ Hye-jeong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 283-317 (35 pages)

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The Fourth Industrial Revolution is written big in all kinds of discussion about economic innovation as well as educational reform. Often speculated is the Fourth Industrial Revolution's tremendous speed of development and its formidable power of transformation. Instead of exaggerating and speculating the destructive potential of the revolution, this paper will pay special attention to the conspicuous moves of IT giants like Apple, Microsoft, or Google to invest in educational businesses, and pose the question 'why education?'.
Starting from this question, the history of Industrial Revolution from the First through the Third is revisited, highlighting the education-led feature of the Second Industrial Revolution. If the high education played a decisive role in the Second Industrial Revolution, even more significant role of education is expected for the era of the Fourth Industrial Revolution, facing the rise of Homo Deus equipped with a unprecedentedly advanced technology. In order to cope with the problems caused by the Fourth Industrial Revolution and Homo Deus, innovated education for a creatively and deliberately thinking citizen is desperately needed.
This paper critically reviews the Doing History concept as the most promising didactic methodological concept for drawing realistic lessons for innovating history education in Korea. Taking into account the limited conditions of history classes at Korean universities, the possibility of applying Doing History to lecture-led classrooms is more actively discussed.

KCI등재

9일제하 선산공립보통학교 학생 연구

저자 : 박현경 ( Park¸ Hyun-gyoung )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 319-354 (36 pages)

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This thesis started from recognition that the studies about public elementary school-main field of education under the rule of Japanese Imperialism- was very short.
I will see the social roles of local public elementary school under the rule of Japanese Imperialism by researching the founding process of Sunsan Public Elementary School, the rate of entering school and constitution of students, and what the students did after graduating school through the graduates lists of Sunsan Public Elementary School.
Chang-sun Private School was founded in 1908. It was converted into Sunsan Public Elementary School in 1911. It had had 2,249 graduates during the rule of Japanese Imperialism. The rate of entering school was under 10 percent in 1910s, but it had increased during the rule of Japanese imperialism. The rate of entering school was once stayed for the shortage of classroom, the heavy burden of management expense, and the rapid increase of school dropouts owing to natural disaster and the Great Depression. But the rate of entering school and number of graduates had increased since 1920s.
Most early students of Sunsan Public Elementary School. lived in "Eup 4-dong". According to the interview, there were lots of students who had family name, Kim of Sunsan. I think their parents lived in center of town and could accept new culture and other things through their stable social position. They didn't dislike their sons and daughters to enter the school run by the Japanese Government of Joseon.
The graduates of Sunsan Public Elementary School had done many things under the rule of Japanese Imperialism. They led 3·1 movement, financial association activities, and cooperative association activities and organized reading clubs. Some graduates became branch managers of newspaper publisher or reporters. Some of them became main body of national movement against Japan as leaders working for developing local society.
Sunsan Public Elementary School, the first school of Sunsan had become local elementary education institute under the rule of Japanese Imperialism. The percentage of employment of Sunsan school was 20%. It was very small number, compared with the population of Sunsan. Nevertheless, local community people enlarged the school spontaneously, made their sons and daughters go to school paying school fees. That's because the successful graduates of the school had become models for them. They chose the school as a strategy for their existence. Sunsan community people thought that Sunsan Public Elementary School could satisfy their desire.

KCI등재

10지증왕대 상복법(喪服法)과 율령(律令)

저자 : 홍승우 ( Hong¸ Sueng-woo )

발행기관 : 역사교육학회 간행물 : 역사교육논집 74권 0호 발행 연도 : 2020 페이지 : pp. 355-392 (38 pages)

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The mourning clothing law of Silla Dynasty which was enacted and enforced in 504 was a part of the Yul-Ryeong(Law system). Previous studies mainly focused on understanding the characteristics of the relatives reflected on grade of mourning clothes. Or they simply thought it was a Confucian ritual. So they couldn't understood the law itself. This paper attempts to reveal the Silla's law itself through comparative studies with the laws of ancient China and Japan. As a result, the following conclusions were drawn.
The content of mourning clothing law of Silla was several grades of mourning clothes devided by the length of time a person wears at funerals. And the highest grade among them was wearing mourning clothes for one year at the funeral of the King, parents, wife and son. When referring to ancient Japanese law, the type of mourning clothes would not had been included.
And when looking at the last will of King Munmu in 681, it was found that the mourning clothing law was not limited to classifying the grade of mourning clothes at family funerals, and that it also contained provision about the government officials should have shortened the mourning period and returned to official duties at King's funeral. And it was also used as the criterion for deciding how much vacation to give for government officials.
In conclusion, the mourning clothing law of Silla was just not designed to provide for regulations on mourning clothes and kinship relations, but was intened to establish a system of state governance. Therefor the form and nature of the Silla's Yul-Ryeong can be clearly seen through this law.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동심리학41회 피인용

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2미국의 비트코인 규제

(2006)홍길동41회 피인용

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