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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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In this study, theses on the Evaluation in History Education from 1955 to 2009 were surveyed in term of time, examination, research theme and research methodology. From 1955 to 1999, there were a few theses on the evaluation in history education, but from 2000 to 2009, they increased slowly because of history education researcher’s increase and interest’ enlargement about national examination and school examination.
Because the main material of theses about history in the Evaluation of was the examination, the theses about all sorts of the examination were the most among them. And many theses about history item and test in College Scholastic Abilities Test and school’s performance evaluation were published, too. Besides the studies about history teaching’s evaluation objectives and foreign evaluation’s present state were progressed, and so the diversification of research’ material was identified.
In terms of research theme, the theses about improvement of evaluation method and analysis of history item and test in all sorts of examination were the most, and many studies about analysis of the schoo’s examination’ present state and search for improvement device of teaching-learning method through all sorts of examination were performed, too. By the way, the diversification of research’ theme through introduction of new viewpoints is necessary as researches gaining information about teacher’s historical perception or pupil’s historical understanding through the analysis of history item and test.
In terms of research methodology, many researches seemed to be quantitative research because of using statistics, but were regarded as qualitative research because of using qualitative interpretation about history item and test. By the way, it is necessary to progress the research interpreting the present states of history teaching’s evaluation and giving the meaning to it.
It is desirable that the number of researcher and the product of researches on the evaluation of History education increases. But it is problematic that researches about history teaching’s evaluation were oriented to the specific examination as history item and test in College Scholastic Abilities Test or school’s performance evaluation, they were focused to the specific research theme as improvement of evaluation method or analysis of history item and test, and they were biased to the specific research methodology as text research or experiment research. Therefore it is necessary that the number of history teaching's researcher will increase more than past and new research theme with diverse viewpoints and methodologies will be introduced.
Because the main material of theses about history in the Evaluation of was the examination, the theses about all sorts of the examination were the most among them. And many theses about history item and test in College Scholastic Abilities Test and school’s performance evaluation were published, too. Besides the studies about history teaching’s evaluation objectives and foreign evaluation’s present state were progressed, and so the diversification of research’ material was identified.
In terms of research theme, the theses about improvement of evaluation method and analysis of history item and test in all sorts of examination were the most, and many studies about analysis of the schoo’s examination’ present state and search for improvement device of teaching-learning method through all sorts of examination were performed, too. By the way, the diversification of research’ theme through introduction of new viewpoints is necessary as researches gaining information about teacher’s historical perception or pupil’s historical understanding through the analysis of history item and test.
In terms of research methodology, many researches seemed to be quantitative research because of using statistics, but were regarded as qualitative research because of using qualitative interpretation about history item and test. By the way, it is necessary to progress the research interpreting the present states of history teaching’s evaluation and giving the meaning to it.
It is desirable that the number of researcher and the product of researches on the evaluation of History education increases. But it is problematic that researches about history teaching’s evaluation were oriented to the specific examination as history item and test in College Scholastic Abilities Test or school’s performance evaluation, they were focused to the specific research theme as improvement of evaluation method or analysis of history item and test, and they were biased to the specific research methodology as text research or experiment research. Therefore it is necessary that the number of history teaching's researcher will increase more than past and new research theme with diverse viewpoints and methodologies will be introduced.
목차
1. 머리말
2. 역사교육 평가연구의 양적 증가
3. 역사교육 평가연구의 소재 확대
4. 역사교육 평가연구의 나아갈 방향
5. 맺음말
참고문헌 (98)
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UCI(KEPA) : I410-ECN-0101-2010-374-002223914