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역사교육학회> 역사교육논집> <역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 - ‘창의적인 역사수업’을 중심으로-

KCI등재

<역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 - ‘창의적인 역사수업’을 중심으로-

Reflection of the Secondary Preservice History Teachers on the Teacher's Instructional Expertise through “STUDIES IN TEACHING MATERIALS FOR HISTORY” - Focusing on ‘Creative Teaching and Learning in History Class’ -

정광필 ( Jung Kwang-pil ) , 박현숙 ( Park Hyun-sook )
  • : 역사교육학회
  • : 역사교육논집 76권0호
  • : 연속간행물
  • : 2021년 02월
  • : 87-124(38pages)
역사교육논집

DOI

10.17999/SOHE.2021.76.03


목차

Ⅰ. 머리말
Ⅱ. 수업 설계와 연구 방법
Ⅲ. 연구 결과 및 논의
Ⅳ. 맺음말

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초록 보기

This study considers the educational experience of preservice history teachers by the example of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” managed under the theme of ‘Creative Teaching and Learning in History Class.’ In particular, qualitative research was conducted through class observation and in-depth interviews related to this research issue; ‘What is difficult for preservice history teachers in the process of implementing ‘Creative Teaching and Learning in History Class’?
The results and discussions are as follows. First, preservice history teachers deliberated on to build up their viewpoint on history education in the process of implementng ‘Creative Teaching and Learning in History Class.’ Also, they realized the importance of knowledge on historical content and the difficulty of reconstructing knowledge into pedagogical contents. Meanwhile, they also longed for field experience of the actual classroom. Above all, preservice history teachers, who had doubted their own “creativity” before the microteaching, had practical concerns on implementing good quality history classes after the microteaching. In other words, experiencing implemention of ‘Creative Teaching and Learning in History Class’ served as an opportunity to the preservice history teachers reflecting their expertise as history teachers.
The results and discussions of this study cannot be generalized in terms of the case study. Nevertheless, the results of this study pose a need for developing programs to foster expertise of history teachers in the course of history teacher education. Overall, we hope that this study will contribute to the improvement of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” and come up with the idea of fostering teacher expertise in the process of education on history teachers.

UCI(KEPA)

간행물정보

  • : 인문과학분야  > 한국사
  • : KCI등재
  • :
  • : 연3회
  • : 1225-0775
  • :
  • : 학술지
  • : 연속간행물
  • : 1980-2021
  • : 786


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77권0호(2021년 06월) 수록논문
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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)

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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)

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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)

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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)

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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)

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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)

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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)

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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.

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KCI등재

1역사과 국가교육과정 내용구성 쟁점의 비판적 검토

저자 : 김한종 ( Kim Han-jong )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 3-38 (36 pages)

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The purpose of this study is to critically research the issues for revising national history curriculum. As the result, it was intended to gain implications on what issues should be discussed for efficient history classroom. To this end, this study analyzed the nature of the controversial issues and the main contents of the discussion during the revision of the curriculum, focusing on the 2015 history curriculum.
This study analyzed three issues such as general principles in the national curriculum's to history curriculum, the systematization of history curriculum based on school grade, and constructing world history subject matters. These are main issues that were mentioned whenever the national education process was revised.
The principles of syllabi proposed by the general principle of national curriculum do not have specific subjects in mind, and are often not appropriate for historical education. Nevertheless, it is necessary to critically understand principles of syllabi presented in the general discussion, and analyze how to apply it in other countries.
The most serious problem in discussing the systematization of historical course is that it focuses on differentiating historical subject matters by school level, and it is to divide the aspects and topics into units based on easy and difficult. In order to systematize, the syllabi should be organized from what perspective to approach historical facts rather than what contents to involve. It is necessary to organize contents that can be reconstructed according to historical interpretation, and to organize topics centered on historical main ideas, historical interests, and historical issues.
The subject matters of world history has been based on how to create an easy and interesting world history to attract students' attention. However, this kind of discussion did not reflect the nature of history learning, nor did it increase students' choice of world history subject. The subject matters of world history should be selected and organized from the perspective of meaningful historical knowledge to students.

KCI등재

2공감하고 실천하는 민주시민을 기르는 역사수업 - '정서적 감정이입(affective empathy)'을 적용한 수업 방안 모색 -

저자 : 임지현 ( Lim Ji-hyun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 39-86 (48 pages)

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Recently, the newly perceived historical consciousness is related to the students' proper awareness of the historical facts of the past and their interest in the historical issues that have led to the present, and to foster the power to make the better future history on their own. Also, it is to have a citizen's consciousness to make a right decision on a given problem and to practice it at the same time, and to cultivate such a democratic citizen's historical consciousness may be a purpose of history education.
involves students' interest in the historical issues that have led to the present, while fully aware of the historical facts of the past, and furthermore, I will develop the power to make the better future history on their own.
Meanwhile, Barton and Levstik, who emphasized democratic citizenship education in that history education should contribute to promoting common good and participatory democracy, insisted that historical empathy is a useful principle of instruction for cultivating citizenship. In particular, criticizing the emphasis on only cognitive inquiry, they suggested that affective factors such as empathy and identification should be actively combined into historical empathy. Barton and Levstik's views have been developed by researchers at local and abroad into the discussion of the re-conceptualization to properly combine historical empathy with the cognitive inquiry processes and affective elements. It is clear that these discussions are possible logic when integrating concepts based on the studies of scholars and teaching strategies of teachers.
In addition to the discussion of re-conceptualization of historical empathy and analysis of class cases using sympathy and emotion, this study specifically designed a teaching plan based on the hypothesis that historical empathy applying affective dimension can greatly contribute to the growth of students as democratic citizens, and tried to find the possibility. At the same time, through the class, this study tried finding that Barton and Levstik's 'affective empathy' called 'caring' embodies the driving force that students lead the knowledge and consciousness of history learned in classes to the practice of action as the core of the civic competency.
In conclusion, historical empathy should be conceptualized as the principle of instruction that combines both tools of cognitive inquiry and affective elements. Especially, the application of 'affective empathy' called 'caring' is a factor that exerts more aggressive sympathy among students, and it could be used as a key teaching principle of democratic civic education in that it plays a role in promoting interest in the 'common good' such as human rights, peace, and coexistence.

KCI등재

3<역사교과교재연구및지도법>에서의 예비 중등 역사교사의 수업 전문성 성찰 - '창의적인 역사수업'을 중심으로-

저자 : 정광필 ( Jung Kwang-pil ) , 박현숙 ( Park Hyun-sook )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 87-124 (38 pages)

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This study considers the educational experience of preservice history teachers by the example of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” managed under the theme of 'Creative Teaching and Learning in History Class.' In particular, qualitative research was conducted through class observation and in-depth interviews related to this research issue; 'What is difficult for preservice history teachers in the process of implementing 'Creative Teaching and Learning in History Class'?
The results and discussions are as follows. First, preservice history teachers deliberated on to build up their viewpoint on history education in the process of implementng 'Creative Teaching and Learning in History Class.' Also, they realized the importance of knowledge on historical content and the difficulty of reconstructing knowledge into pedagogical contents. Meanwhile, they also longed for field experience of the actual classroom. Above all, preservice history teachers, who had doubted their own “creativity” before the microteaching, had practical concerns on implementing good quality history classes after the microteaching. In other words, experiencing implemention of 'Creative Teaching and Learning in History Class' served as an opportunity to the preservice history teachers reflecting their expertise as history teachers.
The results and discussions of this study cannot be generalized in terms of the case study. Nevertheless, the results of this study pose a need for developing programs to foster expertise of history teachers in the course of history teacher education. Overall, we hope that this study will contribute to the improvement of the course “STUDIES IN TEACHING MATERIALS FOR HISTORY” and come up with the idea of fostering teacher expertise in the process of education on history teachers.

KCI등재

4학교 밖 역사교육을 위한 박물관 교육프로그램 다시 보기 - 대구교육박물관의 1일 현장체험학습을 중심으로 -

저자 : 유득순 ( You Deuk-soon )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 125-163 (39 pages)

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This study has started from two interests: an interest in museums where educate public history, and an interest in whether educational programs by public institutions with a big budget are operated appropriately for the educational purpose.
One-day field study of the Daegu Museum of Education (hereinafter referred to as “field study”) targets elementary and middle school students. The field study is required to ensure high quality of education and publicness. It is because the field study is linked to extracurricular activities at schools with annually about 10,000 student participants and a large scale of investment in budget and manpower. In order to confirm the educational effectiveness of the field trip, this study has researched the actual operation and analyzed problems of the filed study from 2018 to 2019 by focusing on the operation plan review and satisfaction survey result.
As a result, the following problems have been confirmed. First, the field trip seems to be lack of sufficient consideration in the process of targeting participants and designing the program. Second, the program content may be inadequate to meet the education goals and themes. The program composition can be insufficient for the intended subject. Third, the linkage with school education seems not to be properly maintained.
In order to improve these aspects, the followings are proposed: First, it is suggested to readjust the education target of the field trip. Considering the exhibition contents and curriculum in the museum, it would be more appropriate to range in the participant between the sixth grade of elementary school and the third grade of middle school. Second, the contents and composition of the museum program should be reorganized to fully utilize the exhibition materials and to strengthen hands-on experience. In other words, students should be given more chances to involve themselves in research activities of the museum exhibition and to learn from the direct engagement. Third, it is also required to strengthen the linkage with extracurricular activities at schools. There should be proper interaction between the museum and schools so as to develop both pre-activities and review session at school.
Based on the above, this study would propose a new alternative program in order for the Daegu Museum of Education to secure its identity as a public museum and to attain the purpose of student education.

KCI등재

5논쟁 형태 선다형 역사 문항의 분석과 문항 개발의 방향

저자 : 최현우 ( Choi Hyun-woo )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 165-197 (33 pages)

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This paper selected and analyzed debate-style multiple-choice questions on the Korean history, East Asian history and World History subjects of the College Scholastic Ability Test(including mock test) and the National academic evaluation for high school seniors from 2013 to 2020.
The number of debate-style questions is rare. Debate-style questions are divided into cases in which people in the past argue about the facts persons etc of that period, and cases in which people in the present argue about the facts persons etc of the past, depending on the timepoint of the person participating in the debate. There are more cases of the latter.
Debate-style questions may be typified in various ways depending on the intention of the question making. In order to maximize the historical educational effects through debate-style questions, it is necessary to question the persons, organizations, and events that most students take for granted.
Debate-style history classes are not held in many schools due to teachers' abilities, school and student circumstances. Under these situation, debate-style questions of the nationwide history test provide many students with a variety of opinions at that time and today, providing an opportunity to expand their awareness of 'historical' events and persons. This allows students to question past events that appear to have taken place 'without controversy' and historical descriptions that appear to have been 'agreed.'

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6교실 역사 수업에서 감정이입 학습을 위한 제언 -자료 수집과 관점의 변화를 중심으로-

저자 : 윤정근 ( Yun Jeong-geun ) , 주웅영 ( Joo Woong-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 199-232 (34 pages)

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Prerequisites of Past perspectives recognition activities is belong to cognitive empathy. This paper focuses on the motivic aspects of the historical empathy activities presented primarily in the final stages of the preceding study of historical empathy. In other words, these activities are a field researched by real historians and thus should be studied through a process of history inqury
Also, we should contemplate the use of the term “change of perspective”, because this implies that there has been change. It is a difficult task to fully understand, empathize with, and accurately perceive historical behaviors because the student studying the events have not experienced them directly. However, if we are able to understand this proposition we will be able to change how we study and think about these events. The level of historical empathy presented so far is at the level at which historical events originated from ignorance of the past, to account for differences between the present and the past, or to conclude by contexting contemporary and spatial elements of the time. The higher the level, the more important it will be to acquire historical knowledge such as past social background. It must be a challenge for students to grasp the perspective of past people in a broader context.

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7평가어(appraisal system)를 활용한 초등 사회과 교과서 서술 분석 - 대몽항쟁을 중심으로 -

저자 : 이해영 ( Lee Hae-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 233-256 (24 pages)

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Textbooks still serve as important teaching materials. It emphasizes that the interpretation of recent history varies depending on the viewpoint, and speaks of changes in textbooks as an inquiry textbook, but still conveys a single voice. The textbook author describes the interpretation of history to appear as an objective fact.
In order to preserve the direction of history education that emphasizes the recent controversial nature, textbook descriptions must be changed. To understand the controversial nature of history, students must first grasp history interpretation. Students should assess what the author's purpose or intent is to understand that textbooks are not an absolute repository of knowledge.
For this, appraisal system can be used. By using the appraisal system well, it is possible to find out what major narratives are presented by textbook authors. This tells us which actors disappear from the textbook description and which ones are chosen. In addition, it helps to understand not only the intention of the author but also the actions of past actors microscopically and to understand the relationship between actors.
This study explores the possibility of providing students with the experience of critically dismantling textbooks. If students can critically look at textbooks after training to dismantle textbooks using appraisal system, this can also be one of the ways to explore history.

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8찰스 2세의 금서정책과 스코틀랜드 언약도

저자 : 신혜선 ( Shin Hye-seon ) , 김중락 ( Kim Joong-lak )

발행기관 : 역사교육학회 간행물 : 역사교육논집 76권 0호 발행 연도 : 2021 페이지 : pp. 257-291 (35 pages)

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The aim of this essay is to examine Charles Ⅱ's banning policy of the anti-governmental literature and the responses of the Covenanters in the late 17th century. Immediately after the Restoration, Charles Ⅱ re-enforced the existing censorship on the anti-monarchical literature which had been widely spread in the period of the and the Cromwellian rule. In Scotland, the main target was the a few books of Covenanters which advocated the resistance theory. mostly written in the first half of the 17th century. Charles Ⅱ regarded the resistance theory as a fatal danger to the authority of the King and the Restoration settlement. During the first three years after the Restoration, the books by Gorge Buchanan, and Samuel Rutherford were banned and burned in the public places, and the printers of those books were harshly executed.
Charles Ⅱ's policy, however, faced an unexpected result. In order to avoid the persecution, the Covenanters found new printers in Netherlands, and began to write new books which contained the main argument of the early resistance and 'tyrannicide' theory. Accordingly, Charles Ⅱ instantly reinforced his banning policy by increasing the number of prohibited books, by widening the range of the writing and publishing activities of the Covenanters, and by strengthening the persecution of the offenders.
Charles Ⅱ's policy was not successful as the Covenanter writers developed and strengthened their resistance theory which was to disseminate throughout Britain. It is difficult to say what the exact point of influence of the resistance theory developed by the Covenanters on the Glorious Revolution. Yet, it is more than clear that their theory of resistance was widely used to justify the Glorious Revolution.

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