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The purpose of this article is to analyze problems of formation and sequencing in history teaching for elementary school. History teaching in elementary school is intergrated in social studies and read only about national history. The formation of history teaching in elementary school is put in 'the system of History in Social Studies'. Teachers and scholars are used to regard the very past facts or events as a real history and contents of history as resources for understanding strands or concepts of social sciences in this system. That is the critical problem of this system or formation.
For the real history teaching, teachers and scholars have to grope for the way of teaching real history itself beyond 'the system of History in Social Studies'. For the accomplishment of this aim, they have to get out of an attitude regarding contents in history teaching as 'confirmed truth'. The content of history in history teaching has to be counted not as objective truth consisted in the contents of social studies but as discourse or facts constructed and manipulated by historian or contemporary into diverse features. If not, they manage to arrange life history, human history, political history, socio-economic history, cultural history etc., for the sequencing contents of history teaching. But that is not a way of solving the problems of sequencing. Because diverse histories are not criteria of sequencing in history teaching. Teachers must recognize the fact that the objects taught in history teaching are not to be histories classified or diverse histories but to be discourses made by historian or contemporary. If not approve this aspect, they can't get out of 'the system of History in Social Studies'.
For sequencing for history teaching, it needs for teachers and scholars to take into consideration that not objects as 'confirmed truth' but levels of discourses or qualitative differences of discourses in history are to be criteria of sequencing. Because the nature of history teaching is to teach the process and the result of discourse construction for giving a meaning to past and the way of students' discourse construction themselves. Through this process, students are able to appreciate history like poem and describe history like poeticizing. And then it can be said that their life will be fertilized more.
For the real history teaching, teachers and scholars have to grope for the way of teaching real history itself beyond 'the system of History in Social Studies'. For the accomplishment of this aim, they have to get out of an attitude regarding contents in history teaching as 'confirmed truth'. The content of history in history teaching has to be counted not as objective truth consisted in the contents of social studies but as discourse or facts constructed and manipulated by historian or contemporary into diverse features. If not, they manage to arrange life history, human history, political history, socio-economic history, cultural history etc., for the sequencing contents of history teaching. But that is not a way of solving the problems of sequencing. Because diverse histories are not criteria of sequencing in history teaching. Teachers must recognize the fact that the objects taught in history teaching are not to be histories classified or diverse histories but to be discourses made by historian or contemporary. If not approve this aspect, they can't get out of 'the system of History in Social Studies'.
For sequencing for history teaching, it needs for teachers and scholars to take into consideration that not objects as 'confirmed truth' but levels of discourses or qualitative differences of discourses in history are to be criteria of sequencing. Because the nature of history teaching is to teach the process and the result of discourse construction for giving a meaning to past and the way of students' discourse construction themselves. Through this process, students are able to appreciate history like poem and describe history like poeticizing. And then it can be said that their life will be fertilized more.
목차
1. 序論
2. 初等 社會科 歷史의 本質
3. 初等 歷史의 系列化 問題
4. 結論
Abstract
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