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역사교육학회> 역사교육논집> 학교 밖 역사교육을 위한 박물관 교육프로그램 다시 보기 - 대구교육박물관의 1일 현장체험학습을 중심으로 -

KCI등재

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

A Review of Museum Education Programs for History Related Extracurricular Activities[Public History] - Focusing on one-day field study at the Daegu Museum of Education -

유득순 ( You Deuk-soon )
  • : 역사교육학회
  • : 역사교육논집 76권0호
  • : 연속간행물
  • : 2021년 02월
  • : 125-163(39pages)
역사교육논집

DOI

10.17999/SOHE.2021.76.04


목차

Ⅰ. 들어가며
Ⅱ. 대구교육박물관 1일 현장체험학습의 운영 실태와 문제점
Ⅲ. 대안 프로그램의 개발
Ⅳ. 나가며

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초록 보기

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.

UCI(KEPA)

I410-ECN-0102-2022-300-000318797

간행물정보

  • : 인문과학분야  > 한국사
  • : KCI등재
  • :
  • : 연3회
  • : 1225-0775
  • :
  • : 학술지
  • : 연속간행물
  • : 1980-2022
  • : 816


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KCI등재

1한국사 교과서 서사의 비판적 검토와 전망

저자 : 임기환 ( Lim Ki-hwan )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 3-32 (30 pages)

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History education is usually conducted through history textbooks, and the history narrative in history textbooks is the factor that has the greatest influence on students' understanding of history. In this study, by analyzing the achievement standards of the history curriculum, the types of historical narratives in Korean history textbooks were classified into 4 types: ①Narrative as a context of change, ②Nrrative as causality, ③Narrative a synthesis of individual facts [phenomena], ④Narrative as interpretation or mode of thought.
Also, based on the hierarchy of historical narratives, they were classified into Macro Narratives, Meso Narratives, and Micro Narratives. Based on the latter three types, among the historical narratives of historical Korean history textbooks, as examples of macroscopic narratives, Nation narratives, Nationalist narratives, and Internal Development Narratives were selected. These Macro Narratives were mainly the ones that were criticized.
In this study, apart from seeking alternatives such as reconstruction of macro narratives such as national and national narratives, macro narratives were deconstructed in a transitional situation and a history textbook composition was proposed focusing on micro narratives and intermediate narratives.
It is to dismantle the form of history outlines taken by historical Korean history textbooks. It was also suggested that the sequence of history textbooks leading to elementary, middle, and high schools be secured in the form of reconstructing the four types of historical narratives that I have classified.

KCI등재

2한국사 교과서 고대사 부분의 국수주의적 시각에 대한 비판적 검토

저자 : 조영광 ( Jo Yeong-kwang )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 33-69 (37 pages)

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In the ancient history section of current Korean history textbooks, nationalistic narratives and narratives that do not guarantee objectivity remain. Most of these issues are related to the pride or self-esteem of the nation and nation. The first is that the descriptions related to the founding age of Gojoseon and its domain do not match the academic research results and are exaggerated or contain contradictions in logic. This is actually due to the peculiarity that Gojoseon is the starting point of Korean history.
The second is the absence of a description of the multi-ethnic national character of the ancient Korean states, Goguryeo and Balhae. Goguryeo is a country in which Yemaek-Goguryeo people, Chinese, and Malgal people merged into Goguryeo people while maintaining their ethnic identities. Balhae also formed a multi-ethnic society with the Goguryeo people and the Malgal people as two major pillars of human composition. The characteristics of Goguryeo and Balhae as multi-ethnic countries are important factors in understanding the history of these countries, so they must be included in textbook descriptions.
Finally, it is a question of how to view the history of Nakrang. Current Korean history textbooks hardly describe the history of Nakrang. Nakrang is a local administrative organization established in the center of Gojoseon after the Han Dynasty destroyed Gojoseon. However, Nakrang exists in the northwestern part of the Korean Peninsula for more than 400 years and has had various historical interactions in the same time and space as those of ancient Korean countries. And as a result, the fusion of indigenous culture and Chinese culture was achieved. Through this, the political, economic, and cultural influences on the ancient history of Korea were also significant. And when we recall that the vast majority of its inhabitants were also indigenous people of Gojoseon ancestry, Nakrangsa should be treated as a part of Korean history. Also, considering that the majority of the inhabitants were people of Gojoseon, the history of Nakrang should be treated as a part of Korean history.

KCI등재

3고려시대 관련 교과서 서사에 대한 비판적 검토 - 현재적 관점과 역사적 맥락의 부조화 -

저자 : 이명미 ( Lee Myung-mi )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 71-104 (34 pages)

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As textbook narratives in which the dissonance between the 'current perspective' and the 'historical context' is prominent, this study reviewed the textbook narratives of the Goryeo family system & women and foreign relations in the early Goryeo period. Each of these topics is related to the women's human rights and the national independence, which are important value at present but at the same time has a different historical context.
The current method of history education that deals with the above two themes does not aim to illuminate and understand the historical context of the revealed aspects in history and then look at the results from the present point of view. There is a tendency to see and interpret aspects of history in the context of the present. This not only has a problem in the light of the essence of history studies, but also has a problem in cultivating 'an attitude that respects a way of life that is different from mine', which is set as an educational goal of history education as a civic education that has been highlighted recently.
It is possible to pursue the values that society needs through history education, whether it is self-identity(national consciousness) or civic consciousness. However, it is thought that this purpose can be more effectively pursued not by listing related aspects with the goal of educating such values themselves, but by otherizing history itself to understand the context and structure of the time.

KCI등재

4교과서 구성 틀로서 '조선 초기 자주적 민족문화의 발전'과 그 비판

저자 : 최종석 ( Choi Jong-suk )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 105-149 (45 pages)

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This study aims to identify textbook narratives and critically examine their influence through textbook analysis on the National Culture of the early Joseon Dynasty. This approach stems from my research interest in trying to deconstruct any textbook narratives which provides frameworks of organizing specific topics in instructional explanation as well as units in history textbooks. To foster historical thinking and deconstructive reading, it seems to be necessary to expose the characteristics of textbook narratives which would lead to reveal the constructing process and reality of textbook narratives.
Specifically, the analysis was made with focus on 'the Development of Independent National Culture in the early Joseon Dynasty' which plays a role of a textbook narrative throughout a series of National Curriculum revisions and textbook revisions. Such a textbook narrative was identified to provide a framework of decide, exclude, and describe historical facts to create a particular story of the National Culture of the early Joseon Dynasty.
Compared to previous history textbook reviews focusing on factual errors, exaggeration, and biased descriptions, this study can be characterized to emphasize the way to read in a deconstructive way based on close examination of textbook narratives.
Since the textbook narratives are to reproduce corresponding to public demands of present values and civic engagement, this study strongly suggests that students need to learn how to read historical documents argumentatively not by avoiding existing textbook narratives but by actively deconstructing them.

KCI등재

52015 개정 중ㆍ고등학교 역사교과서의 조선후기사 서술 관점과 새로운 서사의 모색

저자 : 김지은 ( Kim Ji-eun )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 151-196 (46 pages)

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The current middle and high school history textbooks under the Revised Curriculum of 2015 are the first history textbooks developed amid the growing social interest in the importance of authorized history textbooks after the regime's attempt at replacing old history textbooks with new government-designated ones. Today, authorized history textbooks are oriented toward the development of textbooks to present diverse perspectives reflecting the changing situations of the times and the research achievements of the academic circles instead of textbooks containing only a single perspective under the guidance of the government.
The description perspective of a textbook serves as a starting line to establish what and how to look at history for students. In the current history textbooks, the perspective for the description of political history finds the accountability of the ruined nation in the failure of political management from factional politics to power politics. The economic and cultural history is described from the perspective of development with the symbolic elements of Western modernization set as a standard of pursuit. The social history describes the social class system and the rural community society from the perspective of discrimination and conflict. The current history textbooks keep almost the same perspectives and descriptions as the old government-designated textbooks within their larger framework of depicting the aspects of Joseon in its latter part.
History textbooks need to have a narrative transition and offer students a chance to understand the times from more diverse perspectives so that they can align with the goals oriented by today's history education. The descriptions of political history should help students figure out the various patterns of political management and changes during the latter part of Joseon according to historical causal relations. The descriptions of economic and cultural history should focus on development as an objective phenomenon based on proof and comparison and present reasonable historical meanings accordingly. The descriptions of social history should move students closer to the reality of Joseon society during its latter part based on the coexistence of conflict and integration.
These proposals will hopefully lead to description changes in history textbooks through collaborations among researchers, teachers, and people concerned.

KCI등재

62022 개정 역사과 교육과정의 개발 과정과 특징 - '2022 개정 역사과 교육과정 시안 개발 연구 공개 토론회 자료집'을 중심으로 -

저자 : 박상필 ( Park Sang-fil )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 197-235 (39 pages)

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This study deals with the overall process of the first draft for the National curriculum development research in History and the characteristics of each subject, focusing on the "2022 revised Open Debate source book on the development of the draft for the National curriculum." In 2025, the high school credit system will be fully implemented, and innovative curriculum revision work is needed to prepare for this.
The draft development team conducted a total of six studies on draft development, including middle school 'History', high school 'Korean History', optional subjects 'World History', 'East Asia History Travel', 'Exploring Modern World as History', and 'Conversation with History Contents'. First, each subject was developed in connection with elementary, middle, and high schools as elementary researchers conducted research together. In the case of common subjects, the 2018 partial revision the National curriculum in History was maintained. Second, it attempted to reflect the main points emphasized in the General Discussion, such as democratic citizenship education and ecological transformation education. Third, efforts were made to implement an inquiry-oriented curriculum. Fourth, in the case of 'East Asia History Travel', the subject name was modified to suit the career optional subject.

KCI등재

7과정으로서 초등학교 역사 배우기의 전제

저자 : 주웅영 ( Joo Woong-young )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 237-279 (43 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 school history education goals nurturing of historical thinking or in the elementary school 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

82020년 발행 『중학교 역사②』 교과서의 「선사 문화와 고대 국가의 형성」 단원 서술 검토

저자 : 남정호 ( Nam Jung-ho )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 281-317 (37 pages)

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This thesis reviewed the textual description of Chapter I 'Prehistoric Culture and the Formation of an Ancient Nation' of the 『Middle School History 2』 textbook developed according to the 2015 revised curriculum and used in school fields since 2020. First, by comparing the 2009 revised curriculum with the 2015 revised curriculum, the differences were confirmed, and the system and amount of text descriptions were compared for each textbook. Then, the textbook descriptions were reviewed by dividing the textbook into three categories: in case of errors or misunderstandings, in cases where academic research results are not reflected or in the case of controversy in theories, and other improvements. As a result of the analysis, there were several problems and improvements. The important ones are as follows.
In the section 'Prehistoric Culture and Gojoseon', first, the statement that rice farming started in the Bronze Age is an error because there was a lot of evidence of rice farming in the Neolithic Age. Second, it is wrong to present the pictures of bronze bells, small bronze swords, and agricultural patterns made in the Iron Age while introducing the relics of the Bronze Age. Third, there is a textbook that describes Gojoseon as a society that values human life through the eight laws of Gojoseon. However, this interpretation is wrong because the Gojoseon society was a society in which, when the ruler died, the slaves or maids were buried together in the grave. Fourth, since about 44,000 dolmens have been investigated in the Korean Peninsula alone, it is difficult to interpret them as the tombs of the rulers.
In the 'Growth of Many Countries' unit, first, the period of the countries described in this unit is not described in any textbooks, but the period must be revealed. Buyeo, Okjeo, and Dongye were annexed to Goguryeo, and the relationship between Mahan and Baekje, Jinhan and Silla, and Byeonhan and Gaya federations should be described. Second, 'tribe' is a term that refers to an egalitarian society in the Neolithic Age, so it should not be used as a term to refer to a political group in the Bronze Age or Iron Age. Third, it is necessary to describe the historical significance of Buyeo.
In the 'Formation and Development of the Three Kingdoms' section, first, the textbook description needs to be revised because King Seong of Baekje did not lead the army and attacked Silla, but was led by the Crown Prince Yeochang. Second, there is controversy about the time when the capital of Goguryeo was moved to Gukneacastle. However, what is written before King Taejo appears to be true during the reign of King Yuri, so it needs to be corrected. Third, it is correct to correct the statements that 'the rule of law was promulgated' or 'the six jwapyeongs and the sixteen halls were installed' during the reign of King Goi, as they are not orthodoxy in academia. Fourth, the fact that King Geunchogo of Baekje conquered Mahan and occupied the southern coast of Jeolla-do did not match the recent academic achievements, so it is time to consider a revision.
In the section 'Culture of the Three Kingdoms and External Exchanges', first, the stone tombs (Seokchon-dong tombs) of the early Baekje period are cited as the basis that the royal family of Baekje originated from Goguryeo. However, it was made at a different time, and it is difficult to believe that it was made by a person from Goguryeo. Second, the description of the spread of the culture of the Three Kingdoms and Gaya to Japan is still described as a one-sided spread, despite repeated criticisms from academia. A narrative is needed in terms of interaction.

KCI등재

9체계적 역사교육을 위한 역사 부교재의 내용구성 방안

저자 : 신유아 ( Shin You-a )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 319-347 (29 pages)

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In the field of history education, discussions concerning the affiliation have been mainly focused on the curriculum of Korean history. Most researchers may agree that teaching needs to be organized by school level. However, history education that meets students' level of understanding may be more effective in differentiating the teaching methods rather than organizing the teaching content differently at each school level. It may be in this context that a variety of teaching and learning methods have recently been emphasized in school education, which values student activities more than unilateral lectures by teachers.
Since the seventh revision of the curriculum, more sections have been made to allow students to solve problems on their own, such as "exploration activities," as textbooks began to include feed, guidance and explanation of terms in addition to the text. In the current 2015 revised curriculum, these efforts have become more prominent, adding activities such as writing history. Finding relevant materials is essential for such activities, and if history textbooks are produced that contain abundant materials needed for these student activities, they will be able to increase the utilization of the supplementary materials in class.
In the meantime, the history textbook has been composed of maps and visual materials, faithful to the name of "substantive maps and paintings." However, because the latest textbooks contain most of the necessary maps and visuals, the supplementary textbooks, which include a number of such overlapping materials, are now seen to have served its purpose. It is necessary to create an auxiliary textbook that presents students' learning activities to the level of school level and includes data to carry them out according to the level of their understanding.

KCI등재

10조선후기 무과급제자의 義務 赴防制와 그 운영 실태

저자 : 우인수 ( Woo In-soo )

발행기관 : 역사교육학회 간행물 : 역사교육논집 80권 0호 발행 연도 : 2022 페이지 : pp. 349-394 (46 pages)

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Tensions intensified in the northern frontier of Joseon in the late 16th century as the Jurchens made growth. Beonho Lee Tang-gae's revolt in Hoiryeong, Hamgyeong Province in 1583 fired a flare for ensuing clashes and collisions. As the northern frontier was in turmoil, the royal court of Joseon felt a need to reinforce its defensive force there. One measure that was implemented was to make those who passed the military service examination fulfill compulsory service at the frontier for a year. An additional condition was created for the successful candidates of the military service examination to meet before they entered the world of bureaucracy.
The level of need and utility for the successful candidates of the military service examination to serve at the northern frontier continued to be relatively high during the years of high tension at the northern frontier. This explains why the Joseon government rapidly increased the number of successful candidates of the military service examination to solve the crisis at the northern frontier. The utility of serving at the northern frontier gradually dropped, however, as the international order became stabilized with the tension resolved at the northern frontier. A measure began that exempted successful candidates from service at the northern frontier for goods and rice, which gradually increased in proportion and importance.
Jebangmi(除防米) was collected on the premise of service at the northern frontier, and its continuance was related to the importance of service there. In the middle of his reign, King Yeongjo improved the system and freed the successful candidates of the military service examination who were not from the noble class from the compulsory service at the northern frontier. Jebangmi, whose premise was service at the northern frontier, was also removed from the collection list. The compulsory service system at the northern frontier was completely abolished following the period of power politics.
This study broadened the understanding of the military service examination and its successful candidates by offering explanations about the compulsory service system at the northern frontier for them. The study also examined the rapid growth of successful candidates of the military service examination in the viewpoints of replenishing manpower to defend the borders and increasing the national defensive force.

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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.

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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.

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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.

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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.

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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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