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
Through several curricular reforms in Korea since Liberation, the achievement of sequence in curriculum has been regarded as one of the most important principles. History subject has been criticized for its repeated similar contents in elementary and secondary levels. Differentiated organizational measures or categorized approach (for example, political history, cultural history, social history, etc) has been tried to deal with this problem, causing more difficulties for students to understand history as such. Nonetheless, the principle of sequence has been continuously applied, because it justified the necessity of curricular reform. In other words, the principle of sequence provided the very rationale for changing curriculum.
But from now on, we have to ask if the achievement of sequence is justified or desirable criteria for history subject. Eventually, history teaching is mostly about diverse historical facts. Students in all school levels have to learn about historical facts in anyway. These facts, then, are to be interpreted and explained in many ways in history classrooms, as students move up to higher school levels. In this sense, some repetition of basic contents is inevitable.
When we organize history curriculum, the most important thing is to help students to understand the characteristics of history properly. To do this, the nature of historical fact, its meaning, interpretation, and causal relationship should be the main elements of history learning, not the arbitrarily separated topics or categories. This is the reason why the chronological approach should be reconsidered for its synthetic description of past events and efficacy for students’ understanding.
But from now on, we have to ask if the achievement of sequence is justified or desirable criteria for history subject. Eventually, history teaching is mostly about diverse historical facts. Students in all school levels have to learn about historical facts in anyway. These facts, then, are to be interpreted and explained in many ways in history classrooms, as students move up to higher school levels. In this sense, some repetition of basic contents is inevitable.
When we organize history curriculum, the most important thing is to help students to understand the characteristics of history properly. To do this, the nature of historical fact, its meaning, interpretation, and causal relationship should be the main elements of history learning, not the arbitrarily separated topics or categories. This is the reason why the chronological approach should be reconsidered for its synthetic description of past events and efficacy for students’ understanding.
목차
1. 서언
2. 계열성 확보를 위한 시도와 한계
3. 분야사 및 주제별 내용 편제의 문제
4. 연대기적 내용 편제의 모색
5. 결어
참고문헌 (30)
참고문헌 신청
1. [단행본] - James. L. Henderson / 1962 / World History, In Handbook for History Teachers / Methuen Educational Ltd : 180 ~ 181
2. [인터넷자원] - / / United States History Content Standards for Grades 5-12
3. [학술대회논문] - 강선주 / 2009 / 역사교육에서 내용 선정 및 구성의 원리, In 역사교육 이론 연구의 현황과 과제 / 2009년 역사교육연구회 추계학술대회
4. [단행본] - 국사편찬위원회 / 2009 / 고등학교 국사 / 교육과학기술부
5. [학술지(정기간행물)] - 김수태 / 2003 / 고대 정치 관련 서술 검토 / 한국고대사연구 29 : 47 ~ 82
2. [인터넷자원] - / / United States History Content Standards for Grades 5-12
3. [학술대회논문] - 강선주 / 2009 / 역사교육에서 내용 선정 및 구성의 원리, In 역사교육 이론 연구의 현황과 과제 / 2009년 역사교육연구회 추계학술대회
4. [단행본] - 국사편찬위원회 / 2009 / 고등학교 국사 / 교육과학기술부
5. [학술지(정기간행물)] - 김수태 / 2003 / 고대 정치 관련 서술 검토 / 한국고대사연구 29 : 47 ~ 82
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UCI(KEPA) : I410-ECN-0101-2013-374-001386945