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.
초록· 키워드
오류제보하기
There are many differences between the elementary and the secondary history instruction in curriculum, textbook, classroom culture, and teacher training.
This study aimed at presenting the aspects of classroom to understand elementary history instruction by observation, and confirmed three types of instruction in elementary history classrooms.
First, there has been textbook expository instruction, in which history content was explained centered on textbook. In classrooms, it was observed that teachers reconstructed textbook content and used various kinds of content representations.
Second, there has been investigation-presentation instruction, which has settled down with emphasis on inquiry and problem solving and the spread of open education in social studies. However, few inquiry and problem solvings, despite being the core of investigation-presentation instruction, were observed in classrooms.
Third, there has been ICT(Information Communication Technology) using instruction, which can be classified into two modes, 'absolutely-using' and 'partly-using'. It is the selection and treatment of appropriate materials considering specificity of history that decides the success of ICT using instruction.
The status quo of elementary history instruction should be the departure and arrival of understanding elementary history education. In other words, everything about elementary history education(curriculum, textbook, learning material etc.) should be constructed upon understanding of elementary history instruction. In addition, those factors should ultimately aim at improvement of elementary history instruction.
To understand elementary history instruction, the unknown subject, the concern of professors and researchers is essential. And it is required that the climate of research on history instruction is offered to elementary school teachers who are actually in charge of elementary history instruction.
This study aimed at presenting the aspects of classroom to understand elementary history instruction by observation, and confirmed three types of instruction in elementary history classrooms.
First, there has been textbook expository instruction, in which history content was explained centered on textbook. In classrooms, it was observed that teachers reconstructed textbook content and used various kinds of content representations.
Second, there has been investigation-presentation instruction, which has settled down with emphasis on inquiry and problem solving and the spread of open education in social studies. However, few inquiry and problem solvings, despite being the core of investigation-presentation instruction, were observed in classrooms.
Third, there has been ICT(Information Communication Technology) using instruction, which can be classified into two modes, 'absolutely-using' and 'partly-using'. It is the selection and treatment of appropriate materials considering specificity of history that decides the success of ICT using instruction.
The status quo of elementary history instruction should be the departure and arrival of understanding elementary history education. In other words, everything about elementary history education(curriculum, textbook, learning material etc.) should be constructed upon understanding of elementary history instruction. In addition, those factors should ultimately aim at improvement of elementary history instruction.
To understand elementary history instruction, the unknown subject, the concern of professors and researchers is essential. And it is required that the climate of research on history instruction is offered to elementary school teachers who are actually in charge of elementary history instruction.
목차
1. 서론
2. 초등 역사 수업에 대한 일반적 이해
3. 초등 역사 수업의 양상
4. 결론
Abstract
참고문헌 (0)
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