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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
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In order to promote students' activity in learning history, and to help them understand history correctly, a new historical textbook should be composed. It has not only to contain essential historical facts for students, also to guide them to participate actively in the learning in classroom.
To promote students' activity in learning history in classroom, it is necessary to make them to experience the course in which historians investigate history. Though in lower level, it will make the students to experience the same kind of studying as the historians', and help them to understand history properly.
There are two main difficulties, that obstacle students' participation in learning history. The one is that they can not raise questions which will lead the studying in the whole course and the other is that they can not treat the primary sources and evidences correctly. In order to solve these problems, I proposed in this article that the new historical textbook should be prepared with new instructional objectives and new program for studying with evidence studying.
The new instructional objectives must comprise not only the historical understanding, that is, the contents in the section students should learn, but also historical thinking skills with which the students understand the contents historically. These new instructive objectives will help the students to read the textbook actively. In the new program for evidence studying, the evidences must be accompanied with detailed and kind guidance for students' treatment of them. With the help of the guidance, the students will be able to treat the evidences with the historical thinking skills.
To promote students' activity in learning history in classroom, it is necessary to make them to experience the course in which historians investigate history. Though in lower level, it will make the students to experience the same kind of studying as the historians', and help them to understand history properly.
There are two main difficulties, that obstacle students' participation in learning history. The one is that they can not raise questions which will lead the studying in the whole course and the other is that they can not treat the primary sources and evidences correctly. In order to solve these problems, I proposed in this article that the new historical textbook should be prepared with new instructional objectives and new program for studying with evidence studying.
The new instructional objectives must comprise not only the historical understanding, that is, the contents in the section students should learn, but also historical thinking skills with which the students understand the contents historically. These new instructive objectives will help the students to read the textbook actively. In the new program for evidence studying, the evidences must be accompanied with detailed and kind guidance for students' treatment of them. With the help of the guidance, the students will be able to treat the evidences with the historical thinking skills.
목차
1. 서언
2. 역사 학습과 ‘역사 행하기(doing history)‘
3. 새로운 교과서 구성의 모색
4. 새로운 학습 목표 활용의 실례
5. 결어
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-374-015490337