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.
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This paper’s purpose is to examine the problems of history education in the class focusing on teachers’ conception of history and the identity of history education relevant to the spirit of a curriculum. The following are some points investigated in this study.
As the studies on how to educate history in the class have been accumulated, the confronting essential problem is so called the nature of the historical science such as ‘what history is’ and ‘why it has to be taught’. Still, in the class, especially the elementary teachers‘ recognition on this problem is insufficient. This cannot be seen as the teachers’ problem alone. Accordingly, to provide an aimed direction and a firm frame of history education, an agreed discussion on essential objects and nature of history should be proposed.
Naturally the study on history education’s objects, the selection of contents and its principles should be done on the basis of metaphorical discourse studies, which give reasonable design to history education curriculum. For instance, those who construct history education curriculum should reconsider if the learners have interest on the contents organized by them.
If an active history education curriculum is needed to make the learners participate in practical ways, studying and investigating the historical contents and value, it is necessary to examine thoroughly whether various factors anticipated in history learning will be also demanded in the succeeding generation. Therefore, we should look for reasonable and correct solution to the issues; what kind of society should we make through history education curriculum and what is common understanding demanding to make a public criteria?
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