사료내용의 전달방식에 따른 고등학생의 역사이해 = High School Student’s Understanding History by the Strategy of Writing Historical Document

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effect of the strategy of writing historical document on the high school student’s understanding history. To achieve this purpose, I researched students’ understanding ‘Daehan Empire and Gwangmu Reformation’ and ‘the Crusade’ according to the strategy of writing historical document. The types of writing historical document in text are classified as three : the results of interpreting the historical document are melted as body contents in text A, original sentences of historical documents are written between body contents in text B, and historical documents are presented as learning materials separated from the body content in text C. The research subjects of this study are two high school students in Chung Chung Buk-do. The results of the research are as follows.
First, students reading text A tend to uncritically accept the interpretation of historical document melted in the body content. Students are inclined not to attend the writer’s view involved in the text.
Second, text B drew the student’s attention to document’s sentences interposed between body contents, which are directly connected to the student’s understanding history. To write the document’s sentence as an quotation between the body contents is effective to emphasize an aspect of historical fact.
Third, text C is useful to present an important historical fact and to inquire the historical issue. Students can interpret the historical document with the pluralistic view and understand the nature of historical facts through reading the type as text C.

목차 (Table of Contents)

• 1. 머리말
• 2. 역사텍스트 서술방식과 역사이해의 관계
• 3. 조사 방법
• 4. 사료의 제시방식과 학생의 역사 이해
• 5. 맺음말
• 참고문헌

참고문헌 (Reference)

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18 Drake, D. Frederick, "Engagement in Teaching History" Prentice Fall 2005