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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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초록· 키워드
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Almost every country in the world has emphasized teaching their history to enhance national tradition and identity, The United States is not an exception, However, most Americans today agree that teaching American history is risk.
For example, recent studies tell that nearly one in five high school seniors think that Germany was an ally of the United States in World War Ⅱ, Additionally, graduating seniors at some well-known and prestigious institutions of higher learning cannot correctly identify words from the Gettysburg Address.
Why have these shortcomings in American history among students come about? Analysis of these problems focuses on three themes as follows; a history of teaching American history, analyses of American history courses at some of leading universities, and recent trends of teaching American history,
Conclusions reached through research are as follows: First, it has become so fragmented that recent American history cannot find a synthesis as a discipline, In part, it has resulted in "crisis of history discipline," Second, through an analysis of number of faculty and courses in American history among several leading departments of history, I found, they have about 14 professors with their terminal degrees in American history and they taught annually an average of 35 courses in American history,
Finally, recent trends for those who teach American history have created some of the problems, The qualification to teach high school history does not require them to major or minor in American history (most only require one or two courses), the decline of students who major in American history, and the scarcity of job opportunities, Survey courses of American history as a core curriculum is crowded with many students and taught by ill-experienced instructors.
In some respects, problems of teaching American history in the U.S. are similar to that of Korean history at universities, Despite the similarity, focus should be ways to improve teaching American History including federal government assistance,
For example, recent studies tell that nearly one in five high school seniors think that Germany was an ally of the United States in World War Ⅱ, Additionally, graduating seniors at some well-known and prestigious institutions of higher learning cannot correctly identify words from the Gettysburg Address.
Why have these shortcomings in American history among students come about? Analysis of these problems focuses on three themes as follows; a history of teaching American history, analyses of American history courses at some of leading universities, and recent trends of teaching American history,
Conclusions reached through research are as follows: First, it has become so fragmented that recent American history cannot find a synthesis as a discipline, In part, it has resulted in "crisis of history discipline," Second, through an analysis of number of faculty and courses in American history among several leading departments of history, I found, they have about 14 professors with their terminal degrees in American history and they taught annually an average of 35 courses in American history,
Finally, recent trends for those who teach American history have created some of the problems, The qualification to teach high school history does not require them to major or minor in American history (most only require one or two courses), the decline of students who major in American history, and the scarcity of job opportunities, Survey courses of American history as a core curriculum is crowded with many students and taught by ill-experienced instructors.
In some respects, problems of teaching American history in the U.S. are similar to that of Korean history at universities, Despite the similarity, focus should be ways to improve teaching American History including federal government assistance,
목차
머리말
1. 미국의 자국사 연구 동향
2. 미국 대학의 미국사 교과목 분석
3. 미국 대학에서의 미국사 교육의 현실
맺음말
Abstract
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