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169輯
- 발행연도
- 2024.3
- 수록면
- 113 - 146 (34page)
- DOI
- 10.18622/kher.2024.03.169.113
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초록· 키워드
오류제보하기
In the process of drawing lessons by connecting the past and the present, historical analogy and presentism were explored as concepts applicable to understanding the relationship between the past and the present. The way students think that connects the past and the present can be said to be a type of analogical reasoning, or analogy, and according to previous studies on students’ reading of documents, sociocultural identity, and understanding of history, the student’s present is related to the student’s understanding of history. This is because its influence cannot be overlooked. In addition, based on this review, an empirical study targeting 6th grade elementary school students was designed, implemented, and analyzed. By analyzing the reading logs written by students and the results of in-depth interviews, we identified the characteristics seen in the way sixth grade elementary school students connect the past and present. Through this, the implications of research on students’ understanding of history and learning historical inferences were derived.
목차
1. 序言
2. 역사 교수 · 학습에서의 추론: 유추, 일반화, 현재성
3. 초등 6학년생들의 과거와 현재 연결 양상
4. 結語 및 시사점
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