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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Visual materials have various effects on the art history education. Art history materials are abundant in Internet. This study examined into strategies on the utilization of art history materials in Internet. Three causes influence the characteristic of history instruction utilizing Internet materials. One is the instrumental skill of the computer, Internet, or Web Browser. Another is the form and content of Internet material. The other is the goal, the content and the strategy of the instruction. Most discussions on the utilization of the computer in the history instruction have focused on the first problem. But it is the second problem or the third problem that is more important to history education. This study investigated how to utilize Internet history materials in Korean history classroom. Internet sites which this study examined, are as follows.
-EDUNET, BBS(Bulletin Board System) for education managed by KERIS(Korea Education & Research Information Service).
-homepages of departments of history education in universities.
-homepages of museums and institutions related to the cultural asset.
-homepages of history teachers and professors.
Instructions dealing with Korea art history have had many questions. For example, most learning contents have been communicated through teachers' speeches or textbook's sentences, and the point of the instruction is the artistic value of work. These questions are caused from korean history textbook, which usually explains art history with sentences only. On the other hand, history textbook have fundamental limits in including various types of materials and modes of presentations in itself. Art history materials in Internet will be utilized to make up for weak points of present history instructions because those materials have been made on the basis of skills such as multimedia, interdirection and etc.
Korean history materials in Internet were roughly divided into four groups.
1) There are picture materials of art works, relics and vestiges. These materials were usually in existence with the form of the picture file(bmp, jpg, pic, and etc) or the compiled file in which pictures concerning to an specific period or topic were gathered. There are PPT(power point) files containing several pictures materials also. Some files have pictures only and titles, others, explain pictures in files. For example, museum site explain their possessions. There are often materials which introduce relics, vestiges or cultural assets which were presented in Korean history textbooks with period.
2) There are materials made for instruction. PPT files and CAI programs such as courseware for education belong to this group. PPT materials are very plentiful in Internet, and numbers of them are composed of interrelating learning concepts and pictures. There are also teaching materials with the form of webpage, and homepages and menus in ones for specific topics have the same character.
3) Web books concerning to korean history put art history into its contents. These materials lead pupils to spontaneous learning, and can be utilized in acquiring contextual knowledge to understand art history.
4) There are also document files dealing with art history. Contents of these files cover whole field of korean history, and some files of them discuss the art history. As they explain terms and concepts relating to art history, we can utilize them as references for understanding art history. Sometimes materials which involve teacher's practical experience can be seen.
I think of utilizing strategies of Internet art history materials in Korean history instruction with following several patterns. First, there is a pattern that teachers utilize Internet art history materials as assistant sources of their explanations in classrooms. It is more effective that the teacher searched for and compiled necessary data from Internet for explanation prior to practical instruction.
Second, it is possible that Internet art history materials can be utilized as sources for cognizing artistic values and meaning of cultural asset in the history classroom. This pattern of instruction can lead pupils to search for picture data of korean art history in Internet and judge their cultural values. And it may be effective in utilizing Internet materials that pupils learn art works seen in korean history textbooks comparatively.
Third, the teacher can progress course of instruction with utilizing teaching materials such as PPT files. Because this type of materials are made on the basis of producers' instructional plans, teachers should utilize them with appropriate compilation, and otherwise choose the fittest materials to their own teaching intentions or designs.
Fourth, the teacher can guide pupils through the topic method instructions with Internet materials such as WBI(Web Based Instruction). The scope of Internet materials to be searched for may be limited to ones of cites and their menus for specific topics in this pattern of instruction. In a different way from this, it may be possible for pupils to search for Internet materials without limiting the scope of cites through the instruction. While pupils can access to Internet materials to be known through the former type of instruction, it can be restricted in their inquiring activities and searching scope. If the teacher choose the latter type of instruction, pupils can learn korean art history spontaneously and positively, the scope of meeting with materials become wide open, and the techniques of handling them diversify. But it may take longer time than the former to search for necessary materials, and more efforts need be required to investigate them. To reduce this weakness, it is desirable for inquiring tasks to be concrete, the teacher should check pupils' learning at each grade of instruction, and the group activity is more effective than the individual one.
-EDUNET, BBS(Bulletin Board System) for education managed by KERIS(Korea Education & Research Information Service).
-homepages of departments of history education in universities.
-homepages of museums and institutions related to the cultural asset.
-homepages of history teachers and professors.
Instructions dealing with Korea art history have had many questions. For example, most learning contents have been communicated through teachers' speeches or textbook's sentences, and the point of the instruction is the artistic value of work. These questions are caused from korean history textbook, which usually explains art history with sentences only. On the other hand, history textbook have fundamental limits in including various types of materials and modes of presentations in itself. Art history materials in Internet will be utilized to make up for weak points of present history instructions because those materials have been made on the basis of skills such as multimedia, interdirection and etc.
Korean history materials in Internet were roughly divided into four groups.
1) There are picture materials of art works, relics and vestiges. These materials were usually in existence with the form of the picture file(bmp, jpg, pic, and etc) or the compiled file in which pictures concerning to an specific period or topic were gathered. There are PPT(power point) files containing several pictures materials also. Some files have pictures only and titles, others, explain pictures in files. For example, museum site explain their possessions. There are often materials which introduce relics, vestiges or cultural assets which were presented in Korean history textbooks with period.
2) There are materials made for instruction. PPT files and CAI programs such as courseware for education belong to this group. PPT materials are very plentiful in Internet, and numbers of them are composed of interrelating learning concepts and pictures. There are also teaching materials with the form of webpage, and homepages and menus in ones for specific topics have the same character.
3) Web books concerning to korean history put art history into its contents. These materials lead pupils to spontaneous learning, and can be utilized in acquiring contextual knowledge to understand art history.
4) There are also document files dealing with art history. Contents of these files cover whole field of korean history, and some files of them discuss the art history. As they explain terms and concepts relating to art history, we can utilize them as references for understanding art history. Sometimes materials which involve teacher's practical experience can be seen.
I think of utilizing strategies of Internet art history materials in Korean history instruction with following several patterns. First, there is a pattern that teachers utilize Internet art history materials as assistant sources of their explanations in classrooms. It is more effective that the teacher searched for and compiled necessary data from Internet for explanation prior to practical instruction.
Second, it is possible that Internet art history materials can be utilized as sources for cognizing artistic values and meaning of cultural asset in the history classroom. This pattern of instruction can lead pupils to search for picture data of korean art history in Internet and judge their cultural values. And it may be effective in utilizing Internet materials that pupils learn art works seen in korean history textbooks comparatively.
Third, the teacher can progress course of instruction with utilizing teaching materials such as PPT files. Because this type of materials are made on the basis of producers' instructional plans, teachers should utilize them with appropriate compilation, and otherwise choose the fittest materials to their own teaching intentions or designs.
Fourth, the teacher can guide pupils through the topic method instructions with Internet materials such as WBI(Web Based Instruction). The scope of Internet materials to be searched for may be limited to ones of cites and their menus for specific topics in this pattern of instruction. In a different way from this, it may be possible for pupils to search for Internet materials without limiting the scope of cites through the instruction. While pupils can access to Internet materials to be known through the former type of instruction, it can be restricted in their inquiring activities and searching scope. If the teacher choose the latter type of instruction, pupils can learn korean art history spontaneously and positively, the scope of meeting with materials become wide open, and the techniques of handling them diversify. But it may take longer time than the former to search for necessary materials, and more efforts need be required to investigate them. To reduce this weakness, it is desirable for inquiring tasks to be concrete, the teacher should check pupils' learning at each grade of instruction, and the group activity is more effective than the individual one.
목차
1. 머리말
2. 미술사 수업에서 인터넷 자료의 성격
3. 인터넷 미술사자료의 형태
4. 인터넷 미술사자료의 활용 방안
5. 맺음말
Abstract
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