“비록 이름은 알려지지 않았지만, 꿈은 이루어졌나요?” : 초등학교 3․1 운동 역할극 수업 실행과 성찰 (Practitioner's reflection on the teaching practice of ‘the March 1st Movement' in the context of teachers' research community)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 59호 / 3 ~ 37페이지
· 저자명 : 김민정, 정미란

초록

This study aims to juxtapose the practitioner's reflection on the teaching practice with the description of transformative teaching plans and process of classroom practice in light of interactions with the teachers' research community. The study focuses on one elementary teaching unit, leaded by the core question of "Who led the March 1st movement in 1919?", in which 5th graders actively involved in role-playing and empathetic thinking as if they had been in the graduation ceremony back then.
Practitioner's revisit to her own classroom practice enables her to have a better understanding of and to revise appropriated materials and activities for a specific group of students. Collaborative dialogues among observation teachers and teaching-research community members booster the practitioner to gain fruitful insights to enhance her own classroom practice.
The practice and reflections of the so-called 'role-play' March 1st Movement unit demonstrate that the use of primary documents and combination of specific teaching strategies should be questioned and transformed for multiple times from different standpoints. Focusing on historical thinking and empathy through primary document and role-play, this study highlights students may be able to learn better not by repeating ready-made lesson from their teachers but by actively engaging in asking 'why should I learn history?' Therefore, the element ary students were able to represent their gratitude to those who participated in the March 1st movement, by asking 'Do you think you fulfill your dream, even though I don't remember any of your names?'

영어초록

This study aims to juxtapose the practitioner's reflection on the teaching practice with the description of transformative teaching plans and process of classroom practice in light of interactions with the teachers' research community. The study focuses on one elementary teaching unit, leaded by the core question of "Who led the March 1st movement in 1919?", in which 5th graders actively involved in role-playing and empathetic thinking as if they had been in the graduation ceremony back then.
Practitioner's revisit to her own classroom practice enables her to have a better understanding of and to revise appropriated materials and activities for a specific group of students. Collaborative dialogues among observation teachers and teaching-research community members booster the practitioner to gain fruitful insights to enhance her own classroom practice.
The practice and reflections of the so-called 'role-play' March 1st Movement unit demonstrate that the use of primary documents and combination of specific teaching strategies should be questioned and transformed for multiple times from different standpoints. Focusing on historical thinking and empathy through primary document and role-play, this study highlights students may be able to learn better not by repeating ready-made lesson from their teachers but by actively engaging in asking 'why should I learn history?' Therefore, the element ary students were able to represent their gratitude to those who participated in the March 1st movement, by asking 'Do you think you fulfill your dream, even though I don't remember any of your names?'

참고자료

· 없음