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129輯
- 발행연도
- 2014.3
- 수록면
- 139 - 195 (57page)
- DOI
- 10.18622/kher.2014.03.129.139
이용수
초록· 키워드
오류제보하기
This study looked at the thinking process in the process of solving multiple-choice Korean history items in students. The result is as follows:
First, high scorers were more excellent at understanding historical terms and concepts rather than fragmented facts and acquiring the history knowledge that can utilize them than low scorers because they knew more about the history contents.
Second, literacy was necessary for the items in Korean history as subject that contained contents in the process of solving inquiry-based Korean history items. Therefore, literacy coaching unique for history classes is suggested. As history literacy coaching plan, reading historical materials can be a central activity, and the method to improve the understanding of history in such a reading process is considered to be useful for expanding the historical terms and concepts and ordinary vocabularies.
Third, high scorers were familiar with the problem-solving while getting rid of choice-items one by one in terms of test-wiseness. As most students are using such a removal method in the process of solving the multiple-choice Korean history items, more than two choice-items that contain historical knowledge are required rather than the choice-items described linguistically. Moreover, it is necessary to discover new data that can play a role as specific evidence in solving problems because if given items are familiar to students, such items can be solved only with examination tips, which can be understood as the result of practice and training rather than that of analysis and interpretation of items and choice-items.
First, high scorers were more excellent at understanding historical terms and concepts rather than fragmented facts and acquiring the history knowledge that can utilize them than low scorers because they knew more about the history contents.
Second, literacy was necessary for the items in Korean history as subject that contained contents in the process of solving inquiry-based Korean history items. Therefore, literacy coaching unique for history classes is suggested. As history literacy coaching plan, reading historical materials can be a central activity, and the method to improve the understanding of history in such a reading process is considered to be useful for expanding the historical terms and concepts and ordinary vocabularies.
Third, high scorers were familiar with the problem-solving while getting rid of choice-items one by one in terms of test-wiseness. As most students are using such a removal method in the process of solving the multiple-choice Korean history items, more than two choice-items that contain historical knowledge are required rather than the choice-items described linguistically. Moreover, it is necessary to discover new data that can play a role as specific evidence in solving problems because if given items are familiar to students, such items can be solved only with examination tips, which can be understood as the result of practice and training rather than that of analysis and interpretation of items and choice-items.
목차
1. 머리말
2. 선다형 국사 문항 풀이의 요건
3. 선다형 국사 문항 풀이 과정의 사례
4. 선다형 국사 문항 풀이 과정의 특성과 시사점
5. 맺음말
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UCI(KEPA) : I410-ECN-0101-2015-370-001343224