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Analysis of `Subject` in History Classroom with Focus on Democratization and Industrialization
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역사 교수-학습에서 `주체`의 문제 : 고등학교 `한국사` 민주화, 산업화 서술 내용을 중심으로

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Type
Academic journal
Author
Yang, Jeong-Hyun (부산대학교)
Journal
Hyowon Historical Society History & the World No.45 KCI Accredited Journals
Published
2014.6
Pages
201 - 231 (31page)
DOI
10.17857/hw.2014.06.45.201

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Result
Analysis of `Subject` in History Classroom with Focus on Democratization and Industrialization
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Abstract· Keywords

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This study analyzed the viewpoint of history teacher and history textbook, especially focused on democratization and industrialization of Korea. The viewpoint of history textbook is in other words that of author’s. In history teaching, viewpoint of the ‘subject’ is very important. Historical interpretation, description and historical thinking are based on the viewpoint of the ‘subject’.
E. H Carr said, ‘History is a continuous process of interaction between the historian and his facts, an unending dialogue between the historian and the past.’ There need two subjects in Interaction or communication. Also in classroom, dialogue goes on between teacher and student, author and student, historical person and student.
In history textbook, author concealed himself behind facts, The viewpoint of author is not exposed. Historical persons don’t’ have their voice in the body of history textbook. But reading materials, historical sources included the voice of historical person.
In history classroom, interaction and dialogue take place between teacher, student, author of textbook and historical person. So history teachers should be aware the ‘subject’ of dialogue. If history textbook expose the voice of historical person, it promote the interaction between historical person and student.

Contents

서언
Ⅰ. 역사교실의 구성 요소와 인식주체
Ⅱ. 역사 텍스트에 표현된 인식 주체로서의 `역사행위자`
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UCI(KEPA) : I410-ECN-0101-2015-910-001629478