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커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study tried to develop a method of enhancing students' critical reading and writing history. To achieve this purpose, this study reviewed text theory for critical reading and writing, and examined high school students' responses to various types of history text. History texts used in this study are primary source, expository text based on textbook contents, and storytelling or author-manifested essay. Subjects are fifteen high school students each in Seoul and Gwangju, ranked within 10 percent high in their performances.
Text doesn't represent reality. History text doesn't represent historical facts as they really took place, but just one interpretation produced by historians. Accordingly, reading history is a reinterpretation and reconstruction by the reader. The student who reads history texts can construct historical knowledge through critical reading, and produce his own text.
This study showed that most of students could not read history texts critically. But there were differences among students' reponses according to the types of text. Students, who read the storytelling or author-manifested type material, responded to the text most actively. The result of this study reconfirms that the written type of history teaching material should not stick to the expository text only. More various types of texts should be developed as history teaching material, and be presented to students more so as to stimulate students' critical interpretation. And students should practice and experience reading history texts critically.
Critical writing, producing his own history text through critical reading, was found to be a more difficult task which requires continuous efforts of teachers and students. Students need to have prior historical knowledge for Understanding text, and be aware of attributes of various text types. Above all, they should comprehend and analyze contents of texts critically to produce their own history text.
Text doesn't represent reality. History text doesn't represent historical facts as they really took place, but just one interpretation produced by historians. Accordingly, reading history is a reinterpretation and reconstruction by the reader. The student who reads history texts can construct historical knowledge through critical reading, and produce his own text.
This study showed that most of students could not read history texts critically. But there were differences among students' reponses according to the types of text. Students, who read the storytelling or author-manifested type material, responded to the text most actively. The result of this study reconfirms that the written type of history teaching material should not stick to the expository text only. More various types of texts should be developed as history teaching material, and be presented to students more so as to stimulate students' critical interpretation. And students should practice and experience reading history texts critically.
Critical writing, producing his own history text through critical reading, was found to be a more difficult task which requires continuous efforts of teachers and students. Students need to have prior historical knowledge for Understanding text, and be aware of attributes of various text types. Above all, they should comprehend and analyze contents of texts critically to produce their own history text.
목차
1. 머리말
2. 비판적 역사 읽기와 쓰기의 원리
3. 비판적 역사 읽기와 쓰기를 위한 학습 방안
4. 국사교재의 비판적 읽기와 쓰기
5. 세계사 교재의 비판적 읽기와 쓰기
6. 맺음말
〈부록〉
Abstract
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