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
- 역사교육연구회 역사교육 歷史敎育 第131輯
- 발행연도
- 2014.9
- 수록면
- 131 - 166 (36page)
- DOI
- 10.18622/kher.2014.09.131.131
이용수
초록· 키워드
오류제보하기
Recently, some scholars insisted on teaching a general or democratic value to students in history class. The ideal values of korean education moved toward democracy and nationalism. Especially, the aim of social studies including history was the cultivation of democratic citizen. Many students revealed their various values in the class and students expressed their value-judgement about historical events or facts. High school students judged the values of historical facts or events more complex than middle school students but they had something in common. They showed present value abundantly more than past value.
Meanwhile the survey of historical consciousness showed how to express the opinion or value of students about democracy and nationalism. While students expressed the opinion about nationalism as the fixed discourse, they summed up their thought of democracy as diverse forms and discourses. The consistent and fixed type of nationalism by mass media, lesson and so forth had been widely disseminated in students. And students firmly believed in the democratic value and they generally spoke the notion of democracy by various way. It seemed that there were no fixed types of democracy in history class.
Meanwhile the survey of historical consciousness showed how to express the opinion or value of students about democracy and nationalism. While students expressed the opinion about nationalism as the fixed discourse, they summed up their thought of democracy as diverse forms and discourses. The consistent and fixed type of nationalism by mass media, lesson and so forth had been widely disseminated in students. And students firmly believed in the democratic value and they generally spoke the notion of democracy by various way. It seemed that there were no fixed types of democracy in history class.
목차
1. 들어가는 말
2. 역사수업에서 드러나는 가치
3. 연구방법
4. 역사의식조사를 통해 본 학생들의 가치에 대한 반응
5. 중ㆍ고등학생의 역사에 대한 가치판단 양상
6. 나가는 말
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UCI(KEPA) : I410-ECN-0101-2015-370-002736716