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.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 역사교육연구회 역사교육 歷史敎育 第125輯
- 발행연도
- 2013.3
- 수록면
- 183 - 226 (44page)
- DOI
- 10.18622/kher.2013.03.125.183
이용수
초록· 키워드
오류제보하기
The purpose of this study is to investigate the effect of the strategy of writing historical document on the high school student’s understanding history. To achieve this purpose, I researched students’ understanding ‘Daehan Empire and Gwangmu Reformation’ and ‘the Crusade’ according to the strategy of writing historical document. The types of writing historical document in text are classified as three : the results of interpreting the historical document are melted as body contents in text A, original sentences of historical documents are written between body contents in text B, and historical documents are presented as learning materials separated from the body content in text C. The research subjects of this study are two high school students in Chung Chung Buk-do. The results of the research are as follows.
First, students reading text A tend to uncritically accept the interpretation of historical document melted in the body content. Students are inclined not to attend the writer’s view involved in the text.
Second, text B drew the student’s attention to document’s sentences interposed between body contents, which are directly connected to the student’s understanding history. To write the document’s sentence as an quotation between the body contents is effective to emphasize an aspect of historical fact.
Third, text C is useful to present an important historical fact and to inquire the historical issue. Students can interpret the historical document with the pluralistic view and understand the nature of historical facts through reading the type as text C.
First, students reading text A tend to uncritically accept the interpretation of historical document melted in the body content. Students are inclined not to attend the writer’s view involved in the text.
Second, text B drew the student’s attention to document’s sentences interposed between body contents, which are directly connected to the student’s understanding history. To write the document’s sentence as an quotation between the body contents is effective to emphasize an aspect of historical fact.
Third, text C is useful to present an important historical fact and to inquire the historical issue. Students can interpret the historical document with the pluralistic view and understand the nature of historical facts through reading the type as text C.
#사료
#사료의 제시방식
#역사 이해
#본문으로 녹아들어간 사료
#본문 사이에 인용된 사료 내용
#본문과 병렬적으로 제시된 사료
#Historical Document
#the Type of Writing Historical Document in Text
#Understanding History
#Historical Document Melted in the Body Content
#Historical Sentences Written between Body Contents
#Historical Documents Separated from the Body Content
목차
1. 머리말
2. 역사텍스트 서술방식과 역사이해의 관계
3. 조사 방법
4. 사료의 제시방식과 학생의 역사 이해
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2014-370-003159604