간행물

역사교육학회> 역사교육논집

역사교육논집 update

YOKSA KYOYUK RONJIP(History Education Review)

  • : 역사교육학회
  • : 인문과학분야  >  한국사
  • : KCI등재
  • :
  • : 연속간행물
  • : 연3회
  • : 1225-0775
  • :
  • :

수록정보
수록범위 : 1권0호(1980)~77권0호(2021) |수록논문 수 : 786
역사교육논집
77권0호(2021년 06월) 수록논문
최근 권호 논문
| | | |

KCI등재

1역사교육 내용선정 기준 - '의미 있는 역사'의 개념 탐색 -

저자 : 김한종 ( Kim Han-jong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 3-38 (36 pages)

다운로드

(기관인증 필요)

초록보기

This study explored the concept of “significant” history as the criterion for selecting content for school history. “Significant” histories are facts that have had a far-reaching or profound impact on historical actors and the society in those times based on historical discipline. History that is “significant” to students is history that is relevant to their lives. What is relevant to the lives of students is not only experienced or directly experienced, but also includes things that are the subject of thought and the basis of practice. Rather than past knowledge, teachers consider historical facts that can be applied practically to understand the present day and solve the problems of modern society as significant history.
This concept of “significant history” gives the following implications for constructing the contents of history and national curriculum.
First, in the syllabus organization of the curriculum, it is necessary to approach the problem of “what and how” to teach rather than only “what” to teach. And “how” refers to a viewpoint and approach to viewing historical facts rather than teaching and learning techniques.
Second, we need to teach students “what is significant to them” rather than “what they can understand”. “Significant” history is one in which historical facts themselves are important, experienced or embodied in the lives of students, and connected to pupil's social practices.
Third, we need to allow students to experience history. Experiencing history implies experimental historical thinking instead of repeating past human behaviors.

KCI등재

21)역사부정 현상의 확산과 학교 역사교육의 과제

저자 : 김육훈 ( Kim Yughun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 39-81 (43 pages)

다운로드

(기관인증 필요)

초록보기

There has been a long-term debate over history textbooks in Korea. And recently historical denialism has emerged as a worrying social phenomenon. Historical denialism is a product of a culture of denial, and it is also a product of 'history politics' that seeks to benefit from amplifying conflict. That is why historical denialism should be treated as a constant in school history education.
History educators should actively pay attention to the various roles that school history education plays in real life and society. Because history has been misused or abused too often, and these aspects and trends are increasingly amplified in the post-truth era.
It is therefore very important to expose the context of historical denialism. Furthermore, memory-history policies based on the values of peace and human rights should be established at the national or regional level. And students should acquire the ability to critically identify historical denialism through enhanced experience of exploration and understanding of history in school.
Everyone should keep in mind that students learn history from inside and outside the classroom, in particular, policymakers should find ways to use textbooks and classes as a platform for various history education. It should also encourage the implementation of classes and the development of teaching materials that reveal denials and actively deal with admitting responsibility for historical crime.

KCI등재

3역사적 행위주체성을 활용한 초중등 학생들의 내러티브 분석 - 대몽항쟁 서술을 중심으로 -

저자 : 이해영 ( Lee Hae-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 83-113 (31 pages)

다운로드

(기관인증 필요)

초록보기

Historical agency is a meaningful concept in itself for understanding history, and is a tool that can further elaborate the three layers from a multi-perspective. Through the selection of historical actors in the context of the social structure, constraints of the time, and the consequences of that choice, students can confirm that decision-making is an important task. By understanding events in context, it becomes a tool for historical understanding and an opportunity for current students to judge past events.
In this article, an alternative to thinking about war was presented based on the choices of historical actors who participated in daemonghang, the consequences of their actions, and the different interpretations of historians. It is possible to judge war from various point of view by examining the war chosen by someone in the context of the situation at the time and the outcome of the war, away from examining the background, process, outcome and impact of war.
Students can see how complicated history is by observing the Goryeo government's response to the Mongol invasion, the choice of capital relocation and the people's resistance to and cooperation with the ruling class during the prolonged war. Through this process, the narrative can naturally shift to 'Who chose the war for whom?' rather than 'Why did the war happen, how it unfolded, and what results did it bring?' Ultimately, it can give students an opportunity to think about war. In addition, students will be able to cross over past and present and develop their own agency while watching the results of choices and decisions made according to the circumstances of various historical actors.

KCI등재

4<동아시아사> 교육과정 개정 논의를 위한 제언

저자 : 지모선 ( Ji Mo-sun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 115-144 (30 pages)

다운로드

(기관인증 필요)

초록보기

Contrary to the fact that East Asia has won the empathy as a new method of history research in the history academia, there are still negative viewpoints on the formation of < East Asian History > in history education. Thus, in the condition of facing the revision of curriculum in 2022, and the complete application of high school credit system in 2025, this study considered the effectiveness of < East Asian History > as an elective subject, and also suggested the desirable look of < East Asian History >.
The meanings of < East Asian History > are as follows. First, it is meaningful because it aims for the common peace and prosperity, which has been even presented by Korea that was a victim of colonization in East Asia. Second, it is meaningful as the measures for uniformly solving the problems with the education of national history and world history in Korean history education. Third, it is meaningful as the first textbook developed before academic researches, contrary to the textbooks following the academic researches and general development process of curriculum and textbook. Considering the reality of East Asia as the 'necessity to form the East Asian community' based on such meanings, the < East Asia History > has sufficient meanings to exist as an elective subject in the necessity of education for understanding East Asia, and also cultivating the talent to support the relations of East Asia.
However, based on such meanings and necessities, in order to realize it as the academia aimed to implement, and also to become a significant choice of subject to students, it should become the regional history thoroughly composed of subjects focusing on modern & contemporary history including Southeast Asia. However, the current performance might not be good enough to fully realize the < East Asian History > including Southeast Asia. Thus, if it is started in the method of connecting Southeast Asia focusing on consultative East Asia, the contents of textbook could be secured.

KCI등재

5민주시민교육과 마주한 학교 역사교육의 현실과 전망

저자 : 구경남 ( Ku Kyeong-nam )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 145-168 (24 pages)

다운로드

(기관인증 필요)

초록보기

This article contains the diagnosis and prospects of history education, related to democratic citizenship education in schools. Through this, I would like to propose a transition to history education that can contribute to democratic citizenship education.
First, the actual situation of 'misuse and abuse' of democratic citizenship education in Korea has been reviewed focusing on 'Korean history' education since 1945. In addition, it was confirmed that democratic education existed as a 'false name' and even misused and abused in the anti-communist nationalism and excessive nationalism in history education.
To overcome this, as a multi-layered or pluralistic subject in the collective society of community, history education must be reconstructed as history of challenging citizen creating new democracy in solidarity between each citizen or among citizens. It should be a history education that contains peace, coexistence, and democratic values.

KCI등재

6'한국전쟁' 역사기념시설의 전시 서사와 역사 교육적 의미

저자 : 이상명 ( Lee Sang-myeong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 169-209 (41 pages)

다운로드

(기관인증 필요)

초록보기

In recent history education, interest in civic education has been increasing, and attention has been paid to the influence of the form and contents of exhibition narratives of museums or historical memorial facilities that are delivered to visitors in the context of citizens' social memories and memory culture. Among the historical memorial facilities, war memorial facilities have great social influence. In particular, memories of the “Korean War” have been deeply involved in the historical consciousness and historical culture of members of post-war Korean society. Thus, the “Korean War” as a theme of history learning or exhibition has significant meaning in the context of history education oriented toward citizen education. With this in mind, this study analyzed the potential wartime history of The Warmemorial of Korea, Patriot and Peace Memorial, DMZ Museum, and War and Women's Human Rights Museum focusing on the importance of the educational and social role of historical memorial facilities and the growing influence of the Korean War.
The theory of historical consciousness and type of narrative (traditional type, typical type, critical type, and genetic type) of Jörn Rüsen was borrowed to analyze the exhibition narrative of the historical memorial facilities. Using Rüsen's historical consciousness as a tool to analyze the history of the Korean War, Rüsen analyzed the exhibition narratives of each historical memorial facility by linking the past to the present and the future in a way that embodies the past. After reviewing and analyzing the large narrative of the exhibition and the 'Narrative abbreviation', historical memorial facilities showed overlapping narrative and historical consciousness types. Meanwhile, traditional and typical types of wartime narratives stood out at the War Memorial of Korea and Patriot and Peace Memorial. In particular, the Patriot and Peace Memorial wanted to convert traditional and typical narratives into memories for local identity. The War and Women's Human Rights Museum showed critical and genetic exhibition narratives from the perspective of approaching the 'war' itself, although it is not a memorial facility directly related to the Korean War. While revealing typical and traditional war narratives and their corresponding historical consciousness, the DMZ Museum attempted various angles of narrative, conscious of critical discourse.
We learn history and try to understand the direction of our lives through understanding history. As historical memories are valued, the impact of memories other than textbooks on our perception of history is growing. The memory of war is stronger in that character. In particular, war memories by monuments are typical. Since it is an interface between knowing about war and learning how to remember war, it is necessary to think about the historical educational meaning of developing the power to analyze the exhibition history of historical memorial facilities.

KCI등재

7일본 고등학교 역사교육 변혁과 주제학습 강화

저자 : 권오현 ( Kwon Oh-hyun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 77권 0호 발행 연도 : 2021 페이지 : pp. 211-257 (47 pages)

다운로드

(기관인증 필요)

초록보기

This paper compared the 2009 edition and the 2018 edition of Japanese high school course of study, and analyzed the reinforcement of theme-based learning in Geography and History and the change in history education thereof. The results of analysis are as follows;
First, instead of abolishing the four history subjects (World History A·B, Japanese History A·B) of the 2009 edition of the high school Geography and History, the required subject, Modern and Contemporary History, and optional subjects, Advanced Japanese History and Advanced World History, were newly established. These three subjects introduce the content composition and learning method with theme-based learning as the key element.
Second, while the 2009 edition described the purpose of theme-based learning as cultivating historical thinking skills as before, the 2018 edition reflects the nature of the competence-based curriculum and presents the qualities and abilities (knowledge and skills, thinking skills, judgment, expressive power, etc.) to be fostered in history subjects.
Third, from the perspective of content composition, the 2009 edition relates to theme-based learning on the premise of syntactic composition as before, but the 2018 version shows a switch to a new composition that relates the entire content centering on theme-based learning, instead of syntactic composition.
Fourth, in the 2009 edition, the learning method was systematized to improve learning ability and learner's subjectivity step by step, while considering the characteristics of each subject, which was passed on to the 2018 edition too. The biggest change in the 2018 edition was to develop a new type of learning activity, connecting content composition and learning methods focusing on theme-based learning. The major items of each subject were organized in the form of unit learning with theme-based learning as an important element. In addition, the 2018 edition connected major items so that students can develop independent learning activities step by step.
Fifth, the prerequisites and tasks to settle theme-based learning in the schools are; ①improvement of history textbook composition system and description method, ②changeover from teacher's fact-delivery class to course that promotes students' independent learning and exploratory activities, ③providing various and abundant teaching materials, ④ implementation of teachers' training to develop skills necessary for new types of class, etc.

1
권호별 보기

내가 찾은 최근 검색어

최근 열람 자료

맞춤 논문

보관함

내 보관함
공유한 보관함

1:1문의

닫기