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역사교육논집 update

YOKSA KYOYUK RONJIP(History Education Review)

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수록정보
수록범위 : 1권0호(1980)~72권0호(2019) |수록논문 수 : 739
역사교육논집
72권0호(2019년 10월) 수록논문
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KCI등재

1'우리 안의 분단'을 넘어 평화와 공존을 지향하는 역사교육 시론

저자 : 방지원 ( Bang Ji-won )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 3-40 (38 pages)

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If history education as a citizen's education today is to contribute to the prospect of a peaceful future, we must strive to go beyond the present task and the historical formation of 'Division within us'. The 'Division within us' prevented the historical and objective recognition of the division of the Korean Peninsula, which lasted for 70 years. It also encouraged ideological conflicts within our society, fostering aversion to the underprivileged and minorities, and bystanding violence. Students should be given the opportunity to reflect on their own participation in the reproduction of division and violence, thereby opening up the possibility of changing thoughts and behavior. From the point of view of history education, the key to overcoming the divisional trauma is to get out of ignorance and indifference to the state violence and events of the Korean War, and to expand our awareness of North Korea, which is the subject of publicity and aversion. If a learner's conversation with the past as a topic of current life is a driving force for change in values, it can influence the direction of personal life and social behavior unfolding in each life. To this end, it is necessary to set up a history learning theme with multiple perspectives and a teaching method that promotes the learners' historical dialogue.

KCI등재

2교수요목기 교과서 수시 검정의 실행과 역사 교과서 검정

저자 : 박진동 ( Park Jin-dong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 41-82 (42 pages)

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This study set out to analyze the characteristics of the review process for the authorization of history textbooks during the period of the 'Course of Study'. The main findings of this study are as follows:
First, the review procedure for the authorization of textbooks was conducted annually from 1946 to 1952. The main purpose of the review process up to 1948 was to approve existing textbooks that had been in use in school. Most of the textbooks that were published after 1949 were subject to the newly introduced pass/fail criteria of the review process.
Second, the laws that regulated the status and role of textbooks were preceded by administrative measures, which prohibited pro-Japanese or left-wing writers from writing textbooks.
Third, the review procedure for the authorization of textbooks were conducted on the basis of the social studies syllabus, which was implemented earlier on. Textbooks that did not meet the criteria for the authorization standards, that is, observance of the curriculum, was not able to pass the review process.
Fourth, the first authorized history textbooks for secondary school on the basis of the social studies syllabus were published in 1949. It was followed by a series of review procedures in which textbooks under the approval system were asked to renew their license and extend the period of use.

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This study compared the contents of Hwang, Ui Don(黃義敦)'s Secondary School Korean History(『中等朝鮮歷史』) published in 1926, Additional and Revised Secondary School Korean History(『增訂 中等朝鮮歷 史』) published in 1928 and Secondary School National History(『中等國史』) compiled in September 1945, right after Korea's liberation from Japanese colony, analyzing the view of the nature of history textbook for pupils' history learning. The results this study are as follows.
First, history textbook authors was interested in making students understand history easier. Thus, they changed the Chinese letter style or old-fashioned sentences into Korean modern letters, and deleted some detailed historical facts for understanding of the outline and trends of history. Such revision of contents depended on history textbooks author's perspective of history education and educational judgment.
Second, the revised contents of history textbook were based on historians' researching results and common arguments. Accordingly, some descriptions of historical facts were modified and excessive expressions of national sentiment were reduced. However, some contents have been revised to strengthen national consciousness, depending on the research results. These revisions basically reflected the of history education for teaching students.
Korean history textbooks in 8·15 Liberation Times, for example Secondary School National History, which hurriedly reprinted Korean history books published under Japanese colonial rule, could not escape the historical interpretation of Japanese colonial historiography. It could not contain any areas other than political history and cultural history. However, the revision helped students understand the history and properly adjusted the width and depth of historical facts that they needed to know.

KCI등재

4전근대 역사교육과 교재의 성격

저자 : 박찬교 ( Park Chan-kyo )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 113-135 (23 pages)

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History education in pre-modern Korea has been largely influenced by China. From the Three Kingdoms Period to the Goryeo Dynasty, Wujing (五經) and history books of China were the main textbooks in history education. In the Goryeo Dynasty, however, history education was emphasized compared to contemporary China. In the Joseon Dynasty, systematic history education was conducted as a result of the widespread use of history textbooks for children containing the Neo-Confucian values.
Dongmongsunseup(童蒙先習), meanwhile, was the first children's textbook to independently deal with Korean history. However, in the true sense of the word, the first Korean history textbook for children is Ginyeonaram(紀年兒覽), which was influenced by Silhak(實學). The authors of the book broke away from the traditional framework of Confucian education and made history an independent field of education. They also organized Korean and Chinese history equally. Like encyclopedists did, setting up a new academic hierarchy means not just editing, but epistemological change and innovation of knowledge.

KCI등재

5전쟁사 수업에서 참전군인 이야기를 어떻게 다룰 것인가

저자 : 김광규 ( Kim Kwang-kyu )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 137-176 (40 pages)

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This article is about how to use the story of veterans as teaching material in History class dealing with the Korean War and the Vietnam War. In this paper, “veterans' story” includes all of the war experiences written or spoken by veterans, and fiction and nonfiction with the veteran as the main character or subject.
Until now, the veterans have participated in school security education, but its main emphasis was on military national security, that did not deviate from the past-oriented and divided narrative. On the other hand, the war veterans of history textbooks and children's literature since the 2000s are portrayed as victims of war and object of sympathy and compassion, so this gives students a deep sense of the tragedy of war. This change can be seen as the result of the deepening of perception of war and peace and the development of unification education, peace education and civic education.
In war history teaching, we should deal with the story of veterans in line with this trend. We don't have to invite veterans in the form of guest lectures to ask for the content of the war, or to ask them to awaken patriotism or security consciousness, need to use the stories of the veterans as lesson materials in the war history teaching. This paper gives an example of the activity of reading and analyzing the story of the veterans. This will allow students to realize the horror of war and to reflect on what to do for peace. If we take out political and ideological veils and listen to and read the stories of veterans from the perspective of life, human rights and human dignity, it would be a good opportunity for us to learn peace through war.

KCI등재

6역사과 교육실습생의 수업 실행과 교사양성과정에 대한 인식

저자 : 이현지 ( Lee Hyun-ji ) , 김민정 ( Kim Min-jung )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 177-217 (41 pages)

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This study aims to investigate the pre-service teachers' teaching practice as well as their understanding of and suggestions for history teacher education. To do so, this study utilizes 184 student teachers' self-reports on lesson plans and perception on teacher education programs in terms of on- and off-line surveys.
Student-teacher's practice has been analyzed in terms of three approaches; online-lecture approach, student-centered approach, and curriculum-reconstructive approach. The higher considering her own teaching goals and historical perspectives, the more centering on historical thinking approach and higher on her self-evaluation on practice. It needs to note that their dependance on internet lecture for own teaching as well as the lack of valid assessment criteria such as 'students' understanding' for own teaching performance.
Results suggest for several improvement in teacher education programs as follows; First, student teachers need to establish a philosophy and perspective on history education, as well as concerns about what to teach and how to teach. Second, they need to have a learning opportunity for reflecting learning materials and methods as well as selection of learning goals and contents. Third, teacher education programs should provide the process of applying and reflecting the teaching-learning theory in student teaching.

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Recently, as teacher education based on teacher professionalism has shifted to a school-site-friendly direction, the university encourages pre-service history teachers to demonstrate simulated Instruction. However, there is no student in the demonstration that is the most important element of the class. Pre-service history teachers who did not meet with the actual students evaluated the good class as the students' attitude or response to the class, but often finish the teaching practice without knowing the aspects or characteristics of the students' understanding of history. Therefore, this article introduces the results of the history consciousness survey to pre-service history teachers who are going to practice, and then instructs the class according to the results of conducting the survey of the history consciousness directly from the practice school.
The pre-service history teachers interpreted the results of the survey on the history consciousness according to their teaching. Pre-service history teachers, who value students' interests, designed the class according to the students' responses. One pre-service history teacher tried to change the mindset of the student when the student's response was low in order to make the lessons related to the student's life. In this way, the pre-service history teacher used the survey results in the direction of the teacher-oriented class. Ultimately, even if a pre-service history teacher knows the aspects and characteristics of students' understanding of history, they need to think first about the direction of the class, such as what to teach them, and then use the findings critically. Therefore, when a pre-service history teacher conducts a simulated Instruction at a university, the pre-service history teacher should provide an opportunity to grasp the characteristics of middle and high school students' understanding of history. In short, rather than using the findings as a simple explanatory device for the class, students should be able to understand the current state of students and how they can help the students according to the purpose of the class.

KCI등재

8무라이 쇼스케(村井章介)의 <왜구=비영주(非領主)·주민(住民)>설에 관한 한 고찰

저자 : 이영 ( Yi Young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 255-290 (36 pages)

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The Murai Syosuke's theory of 'Waegu being a Villein not a Feudal Lord' is a widely accepted Waegu theory in Japan. However, as analyzing the thesis, many errors and logical mistakes were found.
Murai insisted that the military force of Nancho(Yoshino Court) in Nanbokucho Period was a composition of 'Feudal lord' and 'villein'. The reason for the villein to join the war was to obtain food for themselves. In other words, it was a survival for them. Because Waegu was Nancho's military power, Waegu was composed by feudal lord and villein.

KCI등재

9근대 초 독일인들의 공포 감정 -파라켈수스의 경우-

저자 : 김학이 ( Kim Hak-ie )

발행기관 : 역사교육학회 간행물 : 역사교육논집 72권 0호 발행 연도 : 2019 페이지 : pp. 291-321 (31 pages)

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This article tries to answer the two recently heatedly debated historical questions, whether 'the introspective self' has already emerged in the premodern era and what an ontological place emotions had. It analyses various essays by Pracelsus, in particular those on the pest plagues and mental disorders. Paracelsus explained more often than not, that the pest took place in the persons who feared the pest. The odd argument that the fear of a illness were its etiological cause, could be only explained by probing into his viewpoint of world. Paracelsus argued that an emotion could be identified with an image, an image located itself as well as uttered words among earthly and heavenly things, which communicated with each other emphatically and contemplatively. Viewed from this neo-platonic perspective, there could be no place for an introspective self, because human beings were composed of earthly and astronomical influences. The ontological place of an emotion also could not be identified, because it located itself across the human flesh, earthly things, and heavenly stars. The same applies to the explanation by Paracelsus about the melancholy and other mental disorders.

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1연안해역에서 석유오염물질의 세균학적 분해에 관한 연구

(2006)홍길동 외 1명심리학41회 피인용

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(2006)홍길동41회 피인용

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