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131輯
- 발행연도
- 2014.9
- 수록면
- 1 - 34 (34page)
- DOI
- 10.18622/kher.2014.09.131.1
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초록· 키워드
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This study aims to identify the meaning of history teaching theory and to characterize classroom practices with the application of newer theories of history teaching. Recent research reveals that teachers have made a great deal of endeavors to renovate their own teaching including developing alternative instructional materials and collaborative classroom observations. National History Curriculum also put emphasis on the use of primary sources in order to develope historical thinking. However, the Curriculum materials seem not to provide structured and systematic guidelines for the readers of the Curriculum to be able to generate their own curricular to realize in history teaching.
Theories of teaching and learning history would be able to play their roles in explaining general features of diverse classroom practices and in providing applicable guidelines only when the theories are paralleled with research on teachers’ practices and students’ learning. With regard to ‘historical thinking’, history educators in Korea need to speculate the way in which students are able to participate in inquiring the constructive nature of historical knowledge as well as understanding specific historical contents using this kind of methodological knowledge.
Theories of teaching and learning history would be able to play their roles in explaining general features of diverse classroom practices and in providing applicable guidelines only when the theories are paralleled with research on teachers’ practices and students’ learning. With regard to ‘historical thinking’, history educators in Korea need to speculate the way in which students are able to participate in inquiring the constructive nature of historical knowledge as well as understanding specific historical contents using this kind of methodological knowledge.
목차
1. 머리말
2. 역사 수업 이론의 재개념화와 현황
3. 새로운 역사 수업의 시도와 도전
4. 맺음말
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UCI(KEPA) : I410-ECN-0101-2015-370-002736670