초등 사회과 교실 역사수업의 목표 설정과 수행 표준의 기능 (The Objective Establishment of History Classroom and Performance Standards in Elementary Social Studies)

서지정보

· 발행기관 : 역사교육학회
· 수록지 정보 : 역사교육논집 / 61호 / 53 ~ 84페이지
· 저자명 : 주웅영

초록

An aspects of history instruction in Korean elementary classes has barely changed for a long time and has been continued even though Social Studies curriculum have been frequently revised. Though I have made an effort to enhance the understanding of new instructional methods at the college of education, it is not absurd to say that history instruction at Korean elementary classes have sustained the status quo. The reason may be related to designing unit plans and time-allotment lesson plans. That is, the reason is that elementary teachers have designed unit plans and time-allotment lesson plans for their history classes, but the ways of constructing them in the format and methods has barely changed. From the viewpoint that although one unit design is constructed on the basis of one chapter of a textbook, but time-allotment lesson plans are constructed on the basis of one lesson, it may be said that the old fashion has been continued. Therefore even when time-allotment lesson plans are made on the basis of each chapter of Social Studies Textbook, subject contents should be reconstructed and restructured in order for time-allotment lesson plans to be interlinked each other. For this, unit objectives and achievement standards in a teacher's edition book should be reset to a selected theme and each unit objective should be departmentalized into time-allotment instruction objectives. Only when time-allotment instruction objects as a subgoal of this departmentalized or specified unit objective set up subskills in the subarea of historical thinking as standards, aspects of history instruction can change. For elementary teachers to have in-class history instruction to enhance historical thinking, it is urgent that school management system is restructured.

영어초록

An aspects of history instruction in Korean elementary classes has barely changed for a long time and has been continued even though Social Studies curriculum have been frequently revised. Though I have made an effort to enhance the understanding of new instructional methods at the college of education, it is not absurd to say that history instruction at Korean elementary classes have sustained the status quo. The reason may be related to designing unit plans and time-allotment lesson plans. That is, the reason is that elementary teachers have designed unit plans and time-allotment lesson plans for their history classes, but the ways of constructing them in the format and methods has barely changed. From the viewpoint that although one unit design is constructed on the basis of one chapter of a textbook, but time-allotment lesson plans are constructed on the basis of one lesson, it may be said that the old fashion has been continued. Therefore even when time-allotment lesson plans are made on the basis of each chapter of Social Studies Textbook, subject contents should be reconstructed and restructured in order for time-allotment lesson plans to be interlinked each other. For this, unit objectives and achievement standards in a teacher's edition book should be reset to a selected theme and each unit objective should be departmentalized into time-allotment instruction objectives. Only when time-allotment instruction objects as a subgoal of this departmentalized or specified unit objective set up subskills in the subarea of historical thinking as standards, aspects of history instruction can change. For elementary teachers to have in-class history instruction to enhance historical thinking, it is urgent that school management system is restructured.

참고자료

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