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This paper intends to indicate problems of integrated social studies and to clarify values of history in order to assert necessity of history subject's separation.
Social studies was born in America early 20th century. Social studies is the subject to deal with various topics of society and to indicate civic education as its aims. Because social studies has integration from the first, it tries to draw in history subject as well as other subjects.
Integrationists claim several advantages of subject integration as follows.
It is effective for civic education. It is the worldwide tendency. If it is decreased in number of subjects, it is diminished in learning burden of pupils, so on.
By the way, civic education is not objectives of social studies but aims of all school's teaching. Integration of subjects is not worldwide tendency but a few cases of American states. It is decreased in learning burden by reduction of learning contents. Accordingly we must abolish integrated social studies and separate history from social studies.
History has many uses. History serves much edification, and is useful for the succession of traditional heritages. Historical facts are helpful to the understanding of the present and humanity. And if we obtain many historical facts, we can become persons with noble personality and high qualitative cultures.
There are continuity, sequence, integration as methods of historical contents construction. Among those elements, this paper surveys sequence methods and suggests useful method. It is the method to construct contents with narratives in primary school, to dispose historical facts along chronology in middle school, and to impose inquiry learning assignments on students in high school.
By this method, differency of education contents in primary, middle, and high schools can be attained. And it is fit for level of pupils too. Also pupils can experience various learning activities.
Social studies was born in America early 20th century. Social studies is the subject to deal with various topics of society and to indicate civic education as its aims. Because social studies has integration from the first, it tries to draw in history subject as well as other subjects.
Integrationists claim several advantages of subject integration as follows.
It is effective for civic education. It is the worldwide tendency. If it is decreased in number of subjects, it is diminished in learning burden of pupils, so on.
By the way, civic education is not objectives of social studies but aims of all school's teaching. Integration of subjects is not worldwide tendency but a few cases of American states. It is decreased in learning burden by reduction of learning contents. Accordingly we must abolish integrated social studies and separate history from social studies.
History has many uses. History serves much edification, and is useful for the succession of traditional heritages. Historical facts are helpful to the understanding of the present and humanity. And if we obtain many historical facts, we can become persons with noble personality and high qualitative cultures.
There are continuity, sequence, integration as methods of historical contents construction. Among those elements, this paper surveys sequence methods and suggests useful method. It is the method to construct contents with narratives in primary school, to dispose historical facts along chronology in middle school, and to impose inquiry learning assignments on students in high school.
By this method, differency of education contents in primary, middle, and high schools can be attained. And it is fit for level of pupils too. Also pupils can experience various learning activities.
목차
Ⅰ. 머리말
Ⅱ. 역사과 독립의 필요성
Ⅲ. 역사과의 내용조직 방안
Ⅳ. 맺음말
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-911-014446572