지원사업
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
This thesis tries to look at how students understand the 1960s and ‘70s, manage the characteristics through their process of perspective, and then develop a solution to deepen their historical perspective.
Students recognized this era based on the former president, Junghee Park, an historical person. Teachers provided the concrete materials to clarify these two concepts, development and dictatorship, which formed students' basic recognition. Additionally, the concept for distribution and democratization is set as a sub-concept to define these historical concepts.
The students' perspective greatly changed especially, noticeable after 8 hours of classes the 4th writings. The students who wondered about the relationship of each concept appeared. In other words, they started to wonder about the relation of development and dictatorship. Students viewed the Labor workers as the main figures of the economic development and distribution demands and started to become interested in their lives.
Based on this, the characteristics which were found while students began to understand the modern history are divided into three steps.
First, is that students reviewed the materials arbitrarily. Next, they understood the materials' ostensible concepts and didn’t find the meaning by context. Finally, they accepted the materials critically and formed a three-dimensional historic perspective. It can be suggested that the Korean contemporary history class based on their historical perspective.
Students recognized this era based on the former president, Junghee Park, an historical person. Teachers provided the concrete materials to clarify these two concepts, development and dictatorship, which formed students' basic recognition. Additionally, the concept for distribution and democratization is set as a sub-concept to define these historical concepts.
The students' perspective greatly changed especially, noticeable after 8 hours of classes the 4th writings. The students who wondered about the relationship of each concept appeared. In other words, they started to wonder about the relation of development and dictatorship. Students viewed the Labor workers as the main figures of the economic development and distribution demands and started to become interested in their lives.
Based on this, the characteristics which were found while students began to understand the modern history are divided into three steps.
First, is that students reviewed the materials arbitrarily. Next, they understood the materials' ostensible concepts and didn’t find the meaning by context. Finally, they accepted the materials critically and formed a three-dimensional historic perspective. It can be suggested that the Korean contemporary history class based on their historical perspective.
목차
서론
Ⅰ. 한국 현대사 인식의 계통과 학생의 인식 특성
Ⅱ. 현대사 학습 과정과 고등학생의 현대사 인식
Ⅲ. 고등학생의 현대사 인식에 기반한 역사 수업 방안
결론
【Abstract】
【자료】
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UCI(KEPA) : I410-ECN-0101-2009-911-018638876