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YOKSA KYOYUK RONJIP(History Education Review)

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수록정보
수록범위 : 1권0호(1980)~73권0호(2020) |수록논문 수 : 748
역사교육논집
73권0호(2020년 02월) 수록논문
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KCI등재

1예비교사가 박물관에서 만나는 역사 -'가르치기 위한 교사 지식'의 생성 관점에서-

저자 : 김민정 ( Kim Min-jung )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 1-28 (28 pages)

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Since museum reveals the way in which our present thoughts about the past are created, communicated, and expressed, museum should be highlighted as an educational place you can learn how historical meaning has been made and changed. This study examines the characteristics and possibilities of historical knowledge constructed by museum visitors and suggests the knowledge and competencies that pre-service teachers should have through the implementation of a teacher education program.
The emphasis on museum education, indeed, must be a prerequisite for effective museum learning that teachers agree with and actively experience the value of museum education. First and foremost, teachers need to enjoy museum exhibits, expect to learn at the museum, and learn how to teach history at the museum in order for students to have a meaningful museum experience.
The case study shows that pre-service teacher examined the role of museum education and history teacher, and the developing principles of museum education program and suggests to provide opportunities for developing their own teaching and learning programs using museum exhibitions. This includes a critical review of examples of museum education programs in the field, reflections on the learning experiences of young students and collaborative efforts with museum educators.

KCI등재

2박물관 역사교육을 위한 전시ㆍ해설의 변화 방안 -대구교육박물관을 중심으로-

저자 : 유득순 ( You Deuk-soon )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 31-68 (38 pages)

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Museum is one of the places that the history can be educated to the public the most. The best way to experience the quality of museum is to personally visit and view the exhibition yet there are several difficulties of practical and physical restriction. It is called history education at the museum in case that the articles of exhibition are historical relics and the school has affiliation with the museum by a history teacher. For the better implementation of history education, it is necessary not only to guide students around the exhibition or emphasize their literacy skills but also endeavor to make students appreciate the structural characteristics of the articles of exhibition. That means it is important to grasp the historical context when viewing the exhibition. Besides, the description method of the articles of exhibition should be changed.
In order to implement the issues mentioned earlier, the two following solution plans were introduced to the exhibition at Daegu Museum of education. First, so as to grasp of historical context when viewing the exhibition, 9 historical relics were selected and the scenario, Smart Curator, was produced with assistance of history teachers. Also, 'Manchuria-Chosun School trip Guide' and 'Tonggang-rok' were written in expository writing with narratives. For it is an early phase research, its generalization and realization should be arranged through finding the varieties of method-exhibition panel, brochure, video.

KCI등재

3초등 교실 역사수업의 구성주의 학습을 위한 전제 -핀란드의 사례를 중심으로-

저자 : 주웅영 ( Joo Woong-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 69-113 (45 pages)

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In Korea, 2015, which are highlighted throughout the world through the curriculum revision in ' nurturing core competencies "we are trying to. This is possible only when classroom instruction in school education is shifted from teacher-centered or state-led to student-centered or state-led classroom. In this sense, social constructivism is a teaching and learning theory and principle that is noticed, and the school operation system of the Finnish comprehensive school is a symbolic example that best illustrates student-centered classroom instruction based on the theory of social constructivism.
Student-centered classroom instruction requires restructuring of teachers first, so the national level curriculum should be designed on the premise of restructuring of teachers. It is important to keep in mind that they can only function on the basis of the school management system, which transforms the principal's hiring method which has an absolute influence on the reorganization of school culture and secures the professionalism and autonomy of the teachers. Therefore, the design of the national curriculum , the change of the method of hiring principals , and the professionalism and autonomy of teachers are closely linked to each other, which is a very important issue for the conversion and implementation of perceptions of each element within a system.
They are the foundation on which the teacher's professionalism and autonomy can be exercised in the classroom. It has the property that can be achieved through conduct study with teachers' action research or university professors. That is, problems can be achieved only when the school operation is carried out from the bottom up based on the professionalism and autonomy of the teachers. Therefore, it would be difficult to switch from traditional teacher-centered classroom classes to student-centered classroom classes without restructuring the school management system.
In spite of the theoretical studies of many classroom history lessons of elementary school, the classroom class does not change due to the fact that the school management system is not restructured. That the elementary history education goals nurturing of historical thinking or in the elementary history education, efforts to foster 21 century core competence is possible only student-centered classroom instruction based on social constructivism and student-centered classroom is possible only through the restructuring of school administration system, the Finnish comprehensive school is reveled symbolically.

KCI등재

4역사수업에서 일진회 다루기 -역사적 사고력과 역사의식의 측면에서-

저자 : 김종준 ( Kim Jong-jun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 115-153 (39 pages)

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What kind of historical consciousness is set as the goal of history education has a great influence on how the history narrative is composed. Biased narratives make it difficult to comprehend historical reality, which in turn distorts historical perceptions of individual historical objects. The example of history education for the group called Ilchinhoe, which was created in 1904 and lasted until 1910, is a good example. Even state textbooks, approval textbooks, and even alternative textbooks cannot escape the dichotomous confrontation of pro-Japanese traitor for Ilchinhoe. However, this does not reflect the new research results of Ilchinhoe. Ilchinhoe's activities should be understood as the non-vesting interests of the people, who began political campaigns to satisfy their political and economic needs, and then fell into “traitor” groups in the process of colonization. In addition, the succession of the Independent Association and the Ilchinhoe should not be hidden and subordinated to the national movement.
How can We deal with Ilchinhoe in history class? I think it can be used to reflect on our community in terms of citizenship. First, we need to understand what the historical narrative of the Patriot Enlightenment Movement, including Ilchinhoe, is. And as an oppositional narrative, we can empathize with how the Enlightenment and the Volunteer Corps Movement were viewed from People's point of view. Second, it can be used as a material for political debate about what our current sense of history should be. Whether we call it citizenship or national consciousness, we look into the history what kind of historical consciousness our community should have. The reasons why those who joined the Ilchinhoe group made such choices, whether they could be justified, and what criticisms they received from the contemporary and later generations can all be the subject of political debate. Ilchinhoe, for example, clearly contains elements that generally allow commentators to say that they are pre-modern characteristics of democracy. Nevertheless, the reason for the neglect is because the populist limits are clear and it is inconvenient to talk about them.

KCI등재

5고등학생들의 인터넷을 활용한 역사지식 탐색 과정

저자 : 이해영 ( Lee Hae-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 155-182 (28 pages)

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The article looked at the process of 20 high school students using the Internet to find out how to access historical knowledge or information. When students read digital text and solve history assignments, they generally showed the following characteristics:
Students searched for historical information based on their prior knowledge of the Internet or search engine. And rather than peruse long sentences sequentially, the students looked around various sites for the information they wanted by browsing and searching. In addition, rather than checking the accuracy and reliability of text content, the purpose-oriented search was conducted to quickly find the desired information.
As such, students used a nonlinear structure of hypertext to find the best information in the shortest time. And in an era when the filter bubble phenomenon accelerated by critically not reading text, it is more likely than before that the ability to make a wise distinction between information and fake historical news is more vulnerable. For this reason, the ability to identify the source of a website or to read digital texts critically is even more necessary.
In the future, we need to explore the characteristics of digital "history" literacy that reflects this point. Further, follow-up research needs to be carried out, such as a practical study that can foster historical literacy capabilities in the digital age, and a study that expands or intensifies its meaning by adding the characteristics of digital text to the historical literacy.

KCI등재

6예비 역사교사의 교육적 경험 연구 -'고등학교 한국사 교과서 쓰기'를 중심으로-

저자 : 지모선 ( Ji Mo-sun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 183-220 (38 pages)

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Although a position of textbook is lowered recently, textbook's influences are still significant in Korea's public education system. Even if studies on teachers and students who are consumers of such textbooks are intermittently performed, their interests in educational experience are still insufficient beyond analysis of textbook.
Under this circumstance, this study has focuses on preservice secondary history teachers who have been consumers for past textbooks and would be those for future textbooks. Through results yielded by a theme of experiencing 'Writing < Korean history > textbook along with 17 preservice secondary history teachers, this study not only assessed preservice secondary teachers' views on history textbook and existing textbook but also reviewed what characteristics exist on such results.
This study showed implications that preliminary history teachers are able to enhance their understanding and sensitivity of educational writing via educational experience of 'Writing Korean history textbook' and at the same time their analysis for results from writing < Korean history > textbook is able to accompany understanding of consumers as to discussion of Korea history textbook.

KCI등재

7역사교과서 서술 변화의 요인과 교재화

저자 : 김한종 ( Kim Han-jong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 221-250 (30 pages)

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This study analyzed factors of changed descriptions in history textbooks and explored materializing strategies for history teaching. There are three factors that change the description in history textbooks.
The first factor is the historians' researching achievements. However, even though new research results emerge, it is generally late for the textbook authors to describe them in the textbooks. This is because they tend to postpone to describe changed contents in the textbook until researched findings are acknowledged by academic discipline.
The second factor is the difference in historical interpretation. If the national curriculum or standards for history textbook adopts any of interpretations, the descriptions will be changing. However, the textbook author's own historical interpretation sometimes alters the narrative, and sometimes individual scholar's opinions are included in the writing textbook criteria or during authorizing the textbook.
The third factor is derived from political and social problem. When a social conflict over the contents of history textbook happens or a controversy arises, the textbook authors describe its contents to avoid in a direction being swept away rather than based on their own views or interpretations.
Depending on what factor causes the change in the history textbook contents, the strategy for materializing them are different. Changes in the textbook description can be used to help students acquire historical knowledge if they reveal new historical facts or correct misleading facts. Changes in the textbook contents by historical interpretation can be used as the teaching material for students to interpret and evaluate historical facts. This kind of history teaching gives students the experience of 'doing history'. Changes in the textbook descriptions by the political and social problem can be used as the teaching material for critical reading. In this lesson, the object of critical reading is mainly the national view. However, the author's personal point of view may be included in the change of textbook description. Such change in the textbook descriptions can be read critically. These three factors are not clearly distinguishable, and two or more of them often work at the same time.

KCI등재

8마르크 블로크의 『역사를 위한 변명』과 역사교육에 대한 성찰

저자 : 문철영 ( Moon Chol-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 251-288 (38 pages)

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March Bloch, the French historian murdered by the German Gestapo in 1944 as part of the French Resistance to the Vichy government, is a huge name in the historiography classes taught at most universities across the world.
In The Historian's Craft, Bloch seriously discussed, in depth and in breadth, the intrinsic problems of intellectual legitimacy and the use of history. His basic strategy was to offer people who were not historians a lively description of the way in which historians worked (amongst other things, the book opened with the childish question “What is the use of history?”).
What is the use of history? This question is the same as the one raised in history education. This article seeks the answer of this long standing question that Marc Bloch had asked almost 70 years ago through The Historian's Craft in view of history education. Through Marc Bloch's The Historian's craft, we asked the purpose of history education. 'Why and How to learn history' is the main theme of this article.

KCI등재

919세기말 변수의 근대적 농업 인식

저자 : 이명화 ( Yi Myong-hwa )

발행기관 : 역사교육학회 간행물 : 역사교육논집 73권 0호 발행 연도 : 2020 페이지 : pp. 289-350 (62 pages)

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This study attempts to recognize Byeon-Su's modern perception of agriculture through his activities at the end of the 19th century, and to find out what concerns the enlightenment intellectuals have made for specific enlightenment policies, and what capabilities they have. Born into a middle-class family, Byeon-Su had an economically and academically rich childhood. Having Gang-Wi, who was close to his father Byeon Jin-hwan, as his teacher, he agonized over the policy for national prosperity and military power of Joseon amid new changes. And he was able to continue to participate in the political gathering of the "Gaehwadang" and bond with the enlightenment intellectuals.
One of the main events in the Byeon-Su's life is his participation in the political gathering of the "Gaehwadang" and his studies in the U.S. and his time in the U.S. Department of Agriculture. His activities can be viewed in three periods. From 1882 to May 1884, Byeon traveled to Japan and the United States, participating in a political gathering of the "Gaehwadang." During this time, he acquires foreign farming techniques such as sericulture and chemistry, and has various experiences such as inspecting modern institutions. During the second period, from May 1884 to January 1886, he worked as a government official of Joseon, experienced the actual work of the enlightenment policy, and participated in the political maneuvering of the "Gaehwadang." And after failing to Gapsin Coup, he fled to Japan and after that he went on to study abroad in the United States. From January 1886 to October 1891, he acquired agricultural expertise at Maryland State University in the U.S. and was given a ninety-day appointment at the U.S. Department of Agriculture and write a report called < Agriculture in Japan >.
The report, < Agriculture in Japan >, is published in the October 1891 issue of the U.S. Department of Agriculture's Bureau of Statistics. Byeon-Su revealed an perception of agriculture in this report. There are three modern perceptions of agriculture in this article. The first was that he valued the natural environment of agricultural areas. The second is that he focused on commercial farming, and the third is that he was thinking about enlightenment for farmers, especially peasant.
Byeon-Su's activities and the modern recognition of agriculture give many implications. First of all, it makes us consider the controversial arguments of 'Gaehwa' and 'Gaehwadang' in recent years. In fact, more important than the conceptual problem is to find out what capabilities and possibilities the transformative players had to cope with this change in Joseon, where new changes have been taking place since 1876. In this regard, he is very important in that he has proposed a pragmatic policy of enlightenment for the people.
Also, the fact that Byeon-Su is a middle-class person makes us rethink about the party(Gaehwadang)'s conceptualization that it is a secret society made by middle-class people who are unhappy with the status system and try to take over the government. He is the most prominent member of the middle class who participated in the 'Gabsin coup'. However, when looking at his activities, it is hard to find any identity complaints or intentions of taking over government that "Gaehwadang" may have. Rather, it can be seen that he joined the political gathering of the "Gaehwadang"(which means enlightenment party) in agreement with the party in that it was the introduction of modern culture. In the same sense, the article, < Agriculture in Japan > written by Byeon, is significant in that it is written by a person who participated in the "Gaehwadang", and is noteworthy in that it can reconsider the policy and nature of the "Gaehwadang."

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

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(2006)홍길동41회 피인용

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