맥락적 이해를 통한 문화재 교육 방안 - 중학교 역사 교과서 문화재 내용 분석을 바탕으로 - (Education Plan of Cultural Properties through Contextual Understanding - Based on the content analysis of cultural properties in middle school history textbooks -)

서지정보

· 발행기관 : 역사와교육학회
· 수록지 정보 : 역사와교육 / 27호 / 267 ~ 312페이지
· 저자명 : 박상혜

초록

The purpose of this study is to present 'education plan of cultural properties through contextual understanding' based on contents analysis of cultural properties contained in middle school history textbooks.
This study defined 'contextual understanding on cultural properties' as "finding out the relevance of cultural properties to historical events or phenomena or other cultural properties, and understanding the history through the process of identifying the meaning of the relevance". As a result of analyzing the contents of cultural properties of middle school history textbook according to this definition, contextual understanding examples appearing in textbook showed many problems. As a new educational plan to solve these problems, we proposed the ‘teaching and learning process of cultural properties through contextual understanding’. The 'teaching and learning process of cultural properties through contextual understanding' consists of four stages of 'understanding the related factors', 'comparing with the relevance', 'understanding the meaning of relevance', and 'deepening contextual understanding'. The stage of 'understanding related factors' is to identify the temporal and spatial factors related to cultural properties, and the stage of 'comparing with the relevance' is to compare and relate with cultural properties with historical event, phenomena, and other cultural properties.
The stage of 'understanding the meaning of relevance' is to discover and identify the meaning of relevance and to acquire historical knowledge in the process. The stage of 'deepening contextual understanding' is to expand the knowledge of history based on the previous process and apply it to today.
As a result of applying the new educational plan, it allowed us to understand cultural properties in relevance and continuity of history, and to understand history in a deeper and multi-layered way by identifying the meaning of space and time made by cultural properties. In addition, it made us confirm the continuity of regional exchanges and history through comparison of cultural properties and it was effective in acquiring 'concept' of historical knowledge. In addition, it also enables us to see the possibility that contextual understanding of one cultural property can be applied to other cultural properties. The 'education plan of cultural properties through contextual understanding' is meaningful in that it presented a new educational plan to understand the education contents of 'cultural properties' as education method called 'contextual understanding'.

영어초록

The purpose of this study is to present 'education plan of cultural properties through contextual understanding' based on contents analysis of cultural properties contained in middle school history textbooks.
This study defined 'contextual understanding on cultural properties' as "finding out the relevance of cultural properties to historical events or phenomena or other cultural properties, and understanding the history through the process of identifying the meaning of the relevance". As a result of analyzing the contents of cultural properties of middle school history textbook according to this definition, contextual understanding examples appearing in textbook showed many problems. As a new educational plan to solve these problems, we proposed the ‘teaching and learning process of cultural properties through contextual understanding’. The 'teaching and learning process of cultural properties through contextual understanding' consists of four stages of 'understanding the related factors', 'comparing with the relevance', 'understanding the meaning of relevance', and 'deepening contextual understanding'. The stage of 'understanding related factors' is to identify the temporal and spatial factors related to cultural properties, and the stage of 'comparing with the relevance' is to compare and relate with cultural properties with historical event, phenomena, and other cultural properties.
The stage of 'understanding the meaning of relevance' is to discover and identify the meaning of relevance and to acquire historical knowledge in the process. The stage of 'deepening contextual understanding' is to expand the knowledge of history based on the previous process and apply it to today.
As a result of applying the new educational plan, it allowed us to understand cultural properties in relevance and continuity of history, and to understand history in a deeper and multi-layered way by identifying the meaning of space and time made by cultural properties. In addition, it made us confirm the continuity of regional exchanges and history through comparison of cultural properties and it was effective in acquiring 'concept' of historical knowledge. In addition, it also enables us to see the possibility that contextual understanding of one cultural property can be applied to other cultural properties. The 'education plan of cultural properties through contextual understanding' is meaningful in that it presented a new educational plan to understand the education contents of 'cultural properties' as education method called 'contextual understanding'.

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