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
- 효원사학회 역사와 세계 역사와 세계 제45집
- 발행연도
- 2014.6
- 수록면
- 201 - 231 (31page)
- DOI
- 10.17857/hw.2014.06.45.201
이용수
초록· 키워드
오류제보하기
This study analyzed the viewpoint of history teacher and history textbook, especially focused on democratization and industrialization of Korea. The viewpoint of history textbook is in other words that of author’s. In history teaching, viewpoint of the ‘subject’ is very important. Historical interpretation, description and historical thinking are based on the viewpoint of the ‘subject’.
E. H Carr said, ‘History is a continuous process of interaction between the historian and his facts, an unending dialogue between the historian and the past.’ There need two subjects in Interaction or communication. Also in classroom, dialogue goes on between teacher and student, author and student, historical person and student.
In history textbook, author concealed himself behind facts, The viewpoint of author is not exposed. Historical persons don’t’ have their voice in the body of history textbook. But reading materials, historical sources included the voice of historical person.
In history classroom, interaction and dialogue take place between teacher, student, author of textbook and historical person. So history teachers should be aware the ‘subject’ of dialogue. If history textbook expose the voice of historical person, it promote the interaction between historical person and student.
E. H Carr said, ‘History is a continuous process of interaction between the historian and his facts, an unending dialogue between the historian and the past.’ There need two subjects in Interaction or communication. Also in classroom, dialogue goes on between teacher and student, author and student, historical person and student.
In history textbook, author concealed himself behind facts, The viewpoint of author is not exposed. Historical persons don’t’ have their voice in the body of history textbook. But reading materials, historical sources included the voice of historical person.
In history classroom, interaction and dialogue take place between teacher, student, author of textbook and historical person. So history teachers should be aware the ‘subject’ of dialogue. If history textbook expose the voice of historical person, it promote the interaction between historical person and student.
목차
서언
Ⅰ. 역사교실의 구성 요소와 인식주체
Ⅱ. 역사 텍스트에 표현된 인식 주체로서의 `역사행위자`
결어
Abstract
참고문헌 (26)
참고문헌 신청
1. [단행본] - 김상봉 / 2005 / 도덕교육의 파시즘 / 도서출판 길 : 22 ~
2. [학술지(정기간행물)] - 양호환 / 1998 / 역사 서술의 주체와 관점 / 역사교육 68 : 2 ~
3. [학술지(정기간행물)] - 이영효 / 2000 / 포스트모던 역사인식과 역사학습 / 역사교육 74
4. [학술지(정기간행물)] - 신진균 / 2006 / 포스트모던 역사학의 구성적 특성과 역사교육에의 적용 / 역사교육연구 (4) : 159 ~ 195
5. [학술지(정기간행물)] - 전병철 / 2013 / 역사교육에서 轉成 논리의 가능성: 고등학교에서 논쟁지식의 도입 문제를 중심으로 / 역사교육연구 (18) : 7 ~ 45
2. [학술지(정기간행물)] - 양호환 / 1998 / 역사 서술의 주체와 관점 / 역사교육 68 : 2 ~
3. [학술지(정기간행물)] - 이영효 / 2000 / 포스트모던 역사인식과 역사학습 / 역사교육 74
4. [학술지(정기간행물)] - 신진균 / 2006 / 포스트모던 역사학의 구성적 특성과 역사교육에의 적용 / 역사교육연구 (4) : 159 ~ 195
5. [학술지(정기간행물)] - 전병철 / 2013 / 역사교육에서 轉成 논리의 가능성: 고등학교에서 논쟁지식의 도입 문제를 중심으로 / 역사교육연구 (18) : 7 ~ 45
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2015-910-001629478