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133輯
- 발행연도
- 2015.3
- 수록면
- 41 - 74 (34page)
- DOI
- 10.18622/kher.2015.03.133.41
이용수
초록· 키워드
오류제보하기
Classroom lessons are conducted through interactions between teachers and students. Teacher factor, in particular, has recently been emphasized.
In this research, ‘I’, as a history teacher, reflect on my own classes through teaching diary and analyze how teachers exploit their knowledges and how students respond in return, which would be conducive to effective teaching plans. This study was performed by the teacher herself and utilized the reflective techniques through self-reflective teaching diary, targeting second and third grade of a middle school in Chungnam, and 46 periods of history class have been meticulously observed and researched from March 1 to November 29, 2013.
The research results are as follows. First, as the resource of the teacher knowledge, the researcher exploits her own historical knowledges, together with information on teaching materials, her experiences back in secondary school and content knowledges acquired in college, other teachers’ web sites and demonstration classes. Second, the researcher develops the lesson in order to have students understand the historical context, aiming to facilitate students’ understanding of the present through past fact. Third, it appears that a great part of classes can be developed by story telling by analyzing teaching diary.
Finally, teaching and learning activities in accordance with the students’ understanding of history are analyzed in this research. One of the difficulties the researcher frequently faces in conducting history class, especially when teaching concepts and terms, is that she is not fully capable of figuring out how well students understand. In this sense, reflections through teaching diary enable teachers to look back on their own classes, raise awareness of the problems occurred, and help them develop their specialties.
In this research, ‘I’, as a history teacher, reflect on my own classes through teaching diary and analyze how teachers exploit their knowledges and how students respond in return, which would be conducive to effective teaching plans. This study was performed by the teacher herself and utilized the reflective techniques through self-reflective teaching diary, targeting second and third grade of a middle school in Chungnam, and 46 periods of history class have been meticulously observed and researched from March 1 to November 29, 2013.
The research results are as follows. First, as the resource of the teacher knowledge, the researcher exploits her own historical knowledges, together with information on teaching materials, her experiences back in secondary school and content knowledges acquired in college, other teachers’ web sites and demonstration classes. Second, the researcher develops the lesson in order to have students understand the historical context, aiming to facilitate students’ understanding of the present through past fact. Third, it appears that a great part of classes can be developed by story telling by analyzing teaching diary.
Finally, teaching and learning activities in accordance with the students’ understanding of history are analyzed in this research. One of the difficulties the researcher frequently faces in conducting history class, especially when teaching concepts and terms, is that she is not fully capable of figuring out how well students understand. In this sense, reflections through teaching diary enable teachers to look back on their own classes, raise awareness of the problems occurred, and help them develop their specialties.
목차
1. 서론
2. 역사수업의 성격과 수업일기
3. 수업일기를 통해 본 교사지식
4. 수업일기에 나타난 학생요인과 교실수업
5. 결론 및 제언
참고문헌
참고문헌 (31)
참고문헌 신청
함께 읽어보면 좋을 논문
논문 유사도에 따라 DBpia 가 추천하는 논문입니다. 함께 보면 좋을 연관 논문을 확인해보세요!
-
역사학습의 목적과 역사교사의 역사교육 목적에 대한 중고등학생들의 인식
역사교육
2015 .03
-
수업 재구성을 통해 본 역사 교사 지식
역사교육논집
2017 .01
-
초등교사의 영어 수업 성찰 활동 분석
영어교육연구
2020 .01
-
역사교사 양성과정의 문제점과 개선 방안: 교사 설문을 중심으로
역사교육
2019 .12
-
활동·사료·탐구 중심 역사 수업을 견인하는 교사 요인 탐색
역사교육
2020 .06
-
역사 수업을 위한 교사 지식의 연구 동향과 과제
역사교육논집
2016 .01
-
학생들의 역사 이해와 교사의 역할 : 미국의 두 교사의 세계사 수업 사례를 중심으로
역사교육
2018 .09
-
수업 비평 공동체를 중심으로 한 국어 수업 전문성 신장 연구 방안
국어교육연구
2015 .02
-
역사교사가 되어간다는 것은 무엇인가? - ‘역사교사 되어가기’ 체험에 관한 현상학적 사례 연구-
역사교육논집
2021 .10
-
최근 논쟁 중심 역사수업 논의와 교사전문성, 교사교육
역사교육
2019 .03
-
좋은 수업에 대한 중등 예비 교사의 인식 연구 - 교육실습 전후 국어과 학생들의 인식 변화를 중심으로
국어교육연구
2021 .02
-
Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers
Journal of Asia TEFL
2019 .01
-
기독교대안학교 교사공동체의 집단적 수업성찰 사례연구
기독교교육정보
2015 .12
-
검열자와의 소통 공간으로서의 일기 - 1930년대 대구공립고등보통학교 남학생 A의 일기를 중심으로 -
일본어문학
2022 .08
-
교수 일지에 나타난 한국어 교사의 성찰과 전문성 개발
이중언어학
2018 .01
-
중국어 수업의 ‘실천적 지식’ 적용을 위한 교수자 자기점검 모형 개발 연구
중국언어연구
2019 .01
-
A NEST’s Narrative: Teaching English in Korea between the Mid 1970s and the Early 2000s
영어교과교육
2019 .01
-
대화적 교수 접근법에 기초한 학문 목적 한국어 수업 연구
한국언어문학
2015 .01
-
Inspiring Teachers and Learners in Cinema English Class Using TED Talks, The Last Lecture and Tuesdays with Morrie
영상영어교육(STEM Journal)
2015 .01
이 논문의 저자 정보
이 논문과 함께 이용한 논문
최근 본 자료
댓글(0)
0
UCI(KEPA) : I410-ECN-0101-2016-374-001356583