고등학교 국사 수업에서 생활사 학습 방안 (A Method of Learning Life History in the Korean History Class of the High School)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 41호 / 85 ~ 120페이지
· 저자명 : 이연경

초록

This study researches the theoretical basis and practical method of learning to apply the life history which attracts attention as a new study tendency in the historical field since the 1990s to the lesson of Korean history in the high school. Chapter I indicates that the study of the learning of life history as a category of history education is primarily focused on applicability and method for the history education of the primary and middle school students, and that all the efforts are limited to the discussion on the general consideration of educational utility. So this chapter proposes the necessity of concrete study which keeps in mind the learning method of life history and the verification of learning efficiency.
With this situation in mind, chapter II considers the theoretical background for the application of life history learning to history education. Based on the study results in the meantime, this chapter defines the concept of life history suitable to history education as " the process of understanding antecedents' daily life which gradually changed in the course of time, and inquiring into the aspects and motives of change from the cultural and microscopic viewpoint, and restoring various experiences and recognitions of antecedents who lived in the then era." The hypothesis is that the learning of life history based on the concept of life history can inspire interest and concern about the history, elevate the power of research and imagination about the history, and help to understand the history diachronically.
The characteristic of learning life history, a background of establishment of hypothesis, is that learning life history is considering the developmental steps of high school students, having students approach a variety of data as a method of inquiry learning, and helping students have a meaningful understanding of historical contents. To raise a desirable direction of life history learning, its contents territory is considered a kind of keyword for understanding a daily category, approaching culturally, and investigating microscopically. In consideration of the effects that the narrative history description has on the understanding of history, the narrative method of life history is proposed, with the reconstruction of history texts to learn life history in mind.
Chapter III plans a practical course of study to apply life history learning to actual teaching. Here are presented the subject themes of life history learning which are thought to be possible in the class of the high school. Especially the subject themes related to the change of the family system of the latter period of Chosun Dynasty are reconstructed for the second period lesson in the narrative method of life history. And actual teaching was done according to life history learning model and teaching plan suitable for practical use. After class, enquete was carried out to verify the learning effect of life history. Compared with the students who used only text book, the students who had lesson in the method of life history learning showed a higher increase of interest and concern about history, a higher power of historical investigation and imagination, and a higher understanding ability as to diachronical and contextual situation. Since life history learning is helpful to improve the learning of Korean history, it is necessary that teachers should have sincere interest in life history, prepare the annual teaching plan in a variety of teaching method, and make positive use of life history in the class.

영어초록

This study researches the theoretical basis and practical method of learning to apply the life history which attracts attention as a new study tendency in the historical field since the 1990s to the lesson of Korean history in the high school. Chapter I indicates that the study of the learning of life history as a category of history education is primarily focused on applicability and method for the history education of the primary and middle school students, and that all the efforts are limited to the discussion on the general consideration of educational utility. So this chapter proposes the necessity of concrete study which keeps in mind the learning method of life history and the verification of learning efficiency.
With this situation in mind, chapter II considers the theoretical background for the application of life history learning to history education. Based on the study results in the meantime, this chapter defines the concept of life history suitable to history education as " the process of understanding antecedents' daily life which gradually changed in the course of time, and inquiring into the aspects and motives of change from the cultural and microscopic viewpoint, and restoring various experiences and recognitions of antecedents who lived in the then era." The hypothesis is that the learning of life history based on the concept of life history can inspire interest and concern about the history, elevate the power of research and imagination about the history, and help to understand the history diachronically.
The characteristic of learning life history, a background of establishment of hypothesis, is that learning life history is considering the developmental steps of high school students, having students approach a variety of data as a method of inquiry learning, and helping students have a meaningful understanding of historical contents. To raise a desirable direction of life history learning, its contents territory is considered a kind of keyword for understanding a daily category, approaching culturally, and investigating microscopically. In consideration of the effects that the narrative history description has on the understanding of history, the narrative method of life history is proposed, with the reconstruction of history texts to learn life history in mind.
Chapter III plans a practical course of study to apply life history learning to actual teaching. Here are presented the subject themes of life history learning which are thought to be possible in the class of the high school. Especially the subject themes related to the change of the family system of the latter period of Chosun Dynasty are reconstructed for the second period lesson in the narrative method of life history. And actual teaching was done according to life history learning model and teaching plan suitable for practical use. After class, enquete was carried out to verify the learning effect of life history. Compared with the students who used only text book, the students who had lesson in the method of life history learning showed a higher increase of interest and concern about history, a higher power of historical investigation and imagination, and a higher understanding ability as to diachronical and contextual situation. Since life history learning is helpful to improve the learning of Korean history, it is necessary that teachers should have sincere interest in life history, prepare the annual teaching plan in a variety of teaching method, and make positive use of life history in the class.

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