고등학생과 역사가의 역사 텍스트 독해 양상과 텍스트 독해 교수학습 전략 = High School Students’ Reading of Historical Texts and Strategies for Using Historical Texts in the History Class

다국어 초록 (Multilingual Abstract)

This paper analyzes how Korean 10th graders read historical texts and suggests several teaching strategies for using historical texts in the class. For this study, I selected three historical texts which have been repeatedly used in elementary, middle and high school Korean history textbooks because I intended to anlayze how students read familiar historical texts. Text 1 is the King Sejeong’s Preface of Hun Min Jeong Um(1443), in which the King Sejong wrote why he created the Korean written language, Hun Min Jeong Um, Text2 is several Chosen scholars’ letter to the King Sejeong. in which the scholars strongly insisted that Hum Min Jeong Um not be used. Text 3 is a short and edited record of Sejeong and the scholars’ conversation.
I asked twenty two 10th graders in Seoul and the Gyeongi province to read those texts and answer to my questions: why they insisted that Hum Nin Jeong Um should be used or not be used. I recorded and transcribed the students’ answers for analysis and comparison.
As a result, I have found that Korean 10th graders’ previous knowledge and prejudice on the writers strongly influence their interpretation of historical texts and their ways of making inference of the writers(speakers)’ intention from the texts. I suggest that when teachers give and ask students to read historical texts, they need to guide students not to infuse any prejudice into the texts.

목차 (Table of Contents)

• 1. 머리말
• 2. 연구 내용 및 방법
• 3. 10학년생과 역사가의 역사 텍스트 독해 양상
• 4. 역사 텍스트 독해 교수ㆍ학습을 위한 전략
• 5. 맺음말
• 참고문헌

참고문헌 (Reference)

1 강선주, "중학생의 사료이해 유형 분석과 사료학습에 대한 시사" 서울大學校 大學院 1994

2 송춘영, "역사적 사고력을 기르기 위한 사료 활용 방안, In 역사교육의 이론과 방법" 삼지원 1997

3 퀸턴 스키너, "역사를 읽는 방법 : 텍스트를 어떻게 읽고 해석할 것인가" 돌베개 2012

4 한상준, "역사교육에 있어서의 사료학습의 접근 방안, In 그 이론적 기초연구를 중심으로" 22 : 1980

5 최상훈, "고등학생의 사료이해 양상" 한국역사교육학회 (3) : 145-208, 2006

6 B. A. Vansledright, "What does It Man to Think Historically and How do You Teach It?" 68 (68): 2004

7 P. J. Lee, "Understanding and Research, In History Teaching and Historical Understanding" Heinemann Education Books Ltd. 1978

8 G. Leinhardt, "Two Texts, Three Readers: Distance and Expertise in Reading History" 14 (14): 1996

9 S. S. Wineburg, "The Cognitive Representation of Historical Texts, In Teaching and Learning in History" Lawrence Erlbaum Assoicates, Inc. 1994

10 R Ashby, "Students’ Approaches to Validating Historical Claims, In Understanding History: Recent Research in History Education Vol 4. International Review of History Education" Routledge 2005

11 P. Lee, "Progression in Historical Understanding among Students 7-14, In Knowing, Teaching & Learning History" New york University Press 2000

12 K. C. Barton, "I Just Kinda Know: Elementary Students’ Ideas about Historical Evidence" 25 : 1997

13 S. S. Wineburg, "Historical Thinking and Other Unnatural Acts" Temple University Press 2001

14 S. S. Wineburg, "Historical Problem-Solving : A Study of Cognitive Processes used in the Evaluation of Documentaty Evidence" Stanford University 1990

15 P. Afflerbach, "Hath! Doth! What? Middle Graders Reading Innovative History Text" 44 : 2002

16 R. Ashby, "Developing a Concept of Historical Evidence: Students’ Ideas about Testing Singular Factual Claims" 4 (4): 2004

17 E. Yeager, "Between Campus and Classroom: Secondary Student- Teacher’s Thinking about Historical Texts" 29 (29): 1995