고등학교 『한국 근현대사』<탐구활동> 분석을 통한 학습 모형 개발

목차 (Table of Contents)

• The purpose of history education is to make students properly understand history. To this end, students need to develop a historical perspective to look at history from their own point of view by experiencing a "procedure" of understanding academics of history itself. By developing their historical thinking, students can be led to comprehend history using thinking process. So far, relevant studies have not been practical in the history education field as they have been focused on improving historical inquiring skill based on material or historical character studies and on researching relevancy with and effects of improving historical thinking. However, history education needs to make students reaching balanced comprehension of history by using historical inquiring skill, imagination, and judgment at the same time. Therefore, a learning model with high accessibility and usability needs to be developed.
• Based on these problems, this study paid attention to history classes using text books that were still playing a basic role. How to comprehend history by using was researched based on chapter two "Development of Modern Society" of , which is classified into a selective course in the level-oriented education process, and has a characteristic of an intensive course.
• Research issues touched in this study are as follows.
• A. What is level-oriented education process adjusted to the basic direction of the seventh education curriculum and what is historical thinking emphasized in this study?
• B. What are educational possibilities of , emerging through type analysis and what are the characteristics of types?
• C. What are the problems exposed through type analysis and what can be improvement measures?
• Type analysis was conducted based on choosing themes, learning material, post script, and learning type respectively to identify problems. To address these, learning types were largely divided into four types, inquiry learning, history perception, value judgment, and mixed one(imaginary writing based on material) and new alternative to was developed. While inquiry learning was focused on developing scientific and logical thinking skills through historical inquiry, historical perception was constructed to intensify perception through imagination. Value judgment was set to develop diversified perspectives by facing historical debates based on evidence. Mixed one was proposed as a method to develop historical inquiry and imagination by combining critical history reading and imaginary history writing.